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THE PROJECT METHOD 
RELIGIOUS EDUCATION 






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PROFESSOR RELIGIOUS EDUCATION 
COLUMBIA COLLEGE 


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5 IMPORTERS :: PUBLISHERS 
NASHVILLE, TENNESSEE 


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Copyright, 1994 
LAMAR & BARTON 


PRINTED IN THE UNITED STATES OF AMERICA 


Hrdiration 


This book is affectionately dedicated 
is to Dr. Patterson Wardlaw, Dean of the School 
of Education in the University of South Carolina; 
eminent teacher and friend; apostle of public education 
in his native state; a constant inspiration to 
all students who have been privileged 
to sit in his classroom. 





INTRODUCTION 


The besetting sin of education, as of religion, 
is formalism. It is so easy to fall back upon mere 
authority, to look no further than the book, and 
to be satisfied with the pupil’s repetition of what 
he reads or is told. Such a conception of educa- 
tion is precise and definite; it permits exact divi- 
sion into departments, subjects and units of 
credit; it enables a meticulous teacher to give an 
examination paper a mark of 69% per cent; it 
makes it possible for a pupil to feel that he knows 
just when his education.ends and life begins. 

The trouble is that such a conception of educa- 
tion is not true. Education itself is life. And it 
has a way from time to time of bursting the bonds 
of tradition and habit and adapting itself to the 
developing needs and resources of the race. 

The present is one of these tradition-breaking 
times in the history of education. The growing 
complexity of modern life has thrown new duties 
upon the schools, and they are responding with 
new methods. Most of these new methods are re- 
lated more or less closely to the general idea of 
teaching by means of projects. 

A project, in short, is an enterprise. A pupil 
undertakes a project whenever he purposes to do 
something or to make something, and gets to work 


iii 


iv INTRODUCTION 


to carry out his purpose. Projects are of teach- 
ing value in so far as they pass beyond mere habit, 
imitation, or rule-of-thumb procedure, and involve 
thinking. The best projects educationally are such 
as confront the pupil with naturally emerging» 
problems, awaken him to a need for facts, and lead 
him to apply these facts to the solution of his 
problems. Such projects serve to motivate the 
pupil’s study and to beget within him desirable 
habits and methods of study, reasoning and con- 
duct. In the carrying out of such projects, the 
teacher is an inspirer, leader, counselor and 
helper, rather than a taskmaster. 

Methods of teaching by means of projects have 
long been employed in graduate study and in pro- 
fessional training; and the principles of project 
teaching are now being applied with increasing 
confidence to the work of elementary and second- 
ary schools. Professor Crum has conducted an 
interesting experiment in the application of these 
principles to the work of a college class. Teachers 
in the higher grades of church schools and in pub- 
lie and private secondary schools, as well as col- 
lege teachers, may profit by this record of his ex-, 
perience. 


L. A. WEIGLE 
YALE UNIVERSITY, 
April 12, 1924. 


CONTENTS 


CHAPTER PAGE 
BAUER CURT, TH (G3 oA, AR URE OS NA a ak Be BAAR RA TIDY RRA ANN ui 
I. What is the Project Method of Teaching.... 1 

IT. A Project in Church History—The Protes- 
PA GEVOLOTMIAGLON Wee! Me cil! Mains Ma bea a eal 11 

III. The Project Method as Applied to the His- 
Lory Of nS Mn elish Bible wi leis oa yA 23 
IV. ‘A Harmony of the Gospels .............. 42 
W.'@he Life of Christ v...0s es ens iledoeet obs 65 
VI. The Historical Geography of Palestine ..... 74 

VII. The Dramatization of Bible Stories as Edu- 
BEANIE CETOICCLS och tase d's ey bis biciale atefees 87 

VIII. Costuming for More Elaborate Dramatic 
BRO IGCES aa nip se sas 5 3% Ca iaheta it ain wake te eh anal shale 102 

IX. Making a Book—A Project in Church His- 
BPR cg ives Pe a siete aie lola, ss tiga Wha S oe aia ttaveg! 120 
X. The Diet of Worms, a Drama ............. 124 


(Produced by the class in Church History 
as outlined in Chapter I.) 


SRO SSEOERAYICD Been SoC ath a. winlnsy atta ede \aSiatdiek ei tis siatiode 149 





PROJECT METHOD IN RELIGIOUS 
EDUCATION 


— 


CHAPTER I 


WHAT IS THE PROJECT METHOD OF 
TEACHING? 


Not a New Principle—oOf the various criticisms 
that. have been brought against the much talked 
of project method of teaching one of the least 
valid is that it is a new method. The only new 
phase of the whole question is its present popu- 
larity. All along, from the very beginning of 
teaching, the best teachers have used this prin- 
ciple, unconsciously perhaps, and certainly with- 
out its present name, but nevertheless its prin- 
ciple. It is therefore, with some resentment that 
many teachers listen to much that is said of pro- 
ject teaching as though it were a new discovery 
in educational practice. Wherever teachers have 
been independent enough to go beyond the bounds 
of traditional practice the method has been often 
used without giving to it a particular name. 

An Unfortunate Name.—Perhaps the worst 
thing to be said against the project method is its 
name. Surely there is something in a name in 


2 PROJECT METHOD IN RELIGIOUS EDUCATION 


spite of the proverb. One cannot but think of a 
parallel situation in regard to Bible investigation. 
How unfortunate it is that the phrase ‘‘higher 
criticism’’ came into vogue. Those students of 
the Bible who began this kind of study never 
dreamed that they were placing a great handicap 
upon a very praiseworthy line of investigation by 
giving it an unhappy name. How much better 
would it have been had they adopted some humbler 
title such as ‘‘Bible study.’’ The word criticism 
has irrevocably associated with it in the popular 
mind the idea of destructiveness, and. no amount 
of explanation can remove the odium attached 
thereto. Hence this unfortunate name has im- 
peded the progress of honest investigation and 
has caused many of the more timid to refrain 
from that painstaking study of the Bible which © 
reflects true scholarship and intellectual honesty. 
The word ‘‘project’’ in the minds of many, 
carries with it only the idea of physical manipula- 
tion or manual work, and to this conception it is 
limited. It is, therefore, thought to deal only with 
those practical exercises which are a necessary 
part of scientific studies. Some have tried to con- 
fine it to the manual trades and to agriculture, 
while other teachers in these fields, feeling that it 
is an overworked term, have taken refuge in 
similar practices going under different names. 
This principle has by some been termed ‘‘prob- 
lem teaching,’ teaching by ‘‘practicums,’’ ‘‘vital- 
ized’’ teaching and the like, all containing essen- 


PROJECT METHOD OF TEACHING 3 


tially the same idea. It would be very desirable 
if the profession could agree upon some name 
which would adequately cover the conception, but 
there is little hope for such. After all, the main 
fact to keep in mind is that in recent years there 
has come to the door of the schoolroom a persist- 
ent visitor who is seeking entrance. What we 
shall call him is a matter of minor importance. 
So far the most favored name is ‘‘project 
method.’’ Our chief concern is to find qut what 
he is and what he has to offer in educational prac- 
tice. 

The. Project Defined—But without further 
words, what is a ‘‘project’’?, We shall begin by 
giving a definition which appears to the writer to 
be one of the clearest; it is that of Professor John 
Alford Stevenson: * 


‘“A project is a problematic act carried to completion 
in its natural setting.”’ 


One will observe the threefold nature of this 
definition. In the first place there is the ‘‘prob- 
lematic act,’’ in which any problem is involved; 
it may be making a fly trap, growing an acre of 
potatoes, writing a drama or making a harmony 
of the Gospels. Then, the ‘‘act’’ must be carried 
to completion. The idea of consummating a worth- 
while undertaking is predominant. Life at its 
best consists of accomplishing tasks. There is 


1 Stevenson: The Project Method of Teaching, p. 43. Mac- 
millan. 


4 PROJECT METHOD IN RELIGIOUS EDUCATION 


some innate purpose in finishing the job, and it is 
this finishing of the job which brings it within the 
realm of a real life situation and distinguishes it 
from the formal exercise with its theoretical ob- 
jective. Lastly, the act must be in its natural set- 
ting. People do not farm in laboratories nor learn 
social science in the classroom. The best projects, 
the real projects, are those that are worked out in 
their natural setting. 

Professor Franklin Bobbitt has this to say con- 
cerning the ‘‘project’’: 


‘‘On the work-level, the task to be performed is cen- 
tral; the science is organized about it. A boy, for 
example, in the school shop wishes to construct and oper- 
ate a telegraphic apparatus. This ambition will serve as 
the center of the science training. He will be motivated 
to gather information concerning batteries, wires, electro- — 
magnets, making and breaking of circuits, ete. He wiil 
learn just the things that he needs for the task in hand; 
and nothing more at the time. Through using his ideas 
in the planning and in the actual construction he comes 
to realize the full significance of the various facts. The 
derived interest aroused is for most individuals more 
potent than the native interests in the abstract science 
facts and principles. For this reason the knowledge is 
more effectively driven home and remembered. ; 

‘There is a strong drift in public education toward 
the project-method of organization. The school corn | 
clubs, for example, assemble all possible information rela- 
tive to the growth of corn and use it for the control of © 
practical procedure. ... The  tree- protecting league 
gathers all possible Fats concerning the species of trees 
attacked by insects, fungi, ete., together with the scien- 
tific information needed for ponn bain the destructive 


PROJECT METHOD OF TEACHING 5) 


influences. They reject for the time all botanical or 
entomological information that has no bearing on the 
problem in hand. ... In brief, one learns the things 
needed for directing action in connection with the situa- 
tions in which the action is to take place, and just pre- 
vious to the drawing up of the plans. Only under such 
circumstances can knowledge properly reveal its signifi- 
eance, be rightly focused upen human affairs, or be 
normally assimilated. Knowing and doing should grow 
up together.’’ 2 


THE EDUCATIVE PROCESS 


What is Education?—An old question, to be 
sure, but one which needs constantly to be asked. 
Surely much of practice in our schools is not con- 
ducive to that type of procedure which most prac- 
tical teachers consider to be the true educative 
process. Too often has memory occupied an un- 
duly large place in our work, and the acquisition 
of information for its own sake has burdened us 
with data which are of little service in real life. An 
old notion has prevailed that education is merely 
a preparation for life—education 1s life. The 
classroom experience of a child is real life, and 
all barriers which would segregate it and tend to 
rob it of its reality should be torn down. In this 
connection Professor Bagley says: 


‘‘Hducation is another word for experience. School 
training and ‘real experience’ are often contrasted to the 
disadvantage of the former, as in the hackneyed phrase, 
‘Experience is the best teacher’; but experience in the 


2 Bobbitt: The Curriculum, p. 30. Houghton Mifflin Co., 1918. 


6 PROJECT METHOD IN RELIGIOUS EDUCATION 


last analysis is the only teacher. What the school at- 
tempts to do—what, indeed, it is doing with increasing 
success as the art of teaching is refined—is to control the 
conditions of experience that the important lessons will 
be learned in the most economical and effective way.’’ * 


Thinking.—Perhaps the most important single 
function in the process of learning is that of think- 
ing. The educative process is not receptive. The 
most important factor is that of activity. The 
human mind develops through activity, as truly 
as does the body. The much-used phrase that we 
learn by doing is as true as it is hackneyed. Some- 
one has said that we learn our reactions—this is 
eminently true. The best way to provide reac- 
tions worth learning is through furnishing prob- 
lems for the student to solve. The problems are 
really thinking situations, and when a student 
meets a problem, works out its solution and 
masters it, he is doing what he will have to do all 
through life and is truly educating himself. It 
is this phase of our educational practice which 
needs to be emphasized. 

In his Walden, Thoreau gives a quaint state- 
ment of the futility of some of our teaching. It 
appears to be somewhat exaggerated, but there is, 
nevertheless, a grain of valuable truth hidden in 
his words of rebuke: 


“*... ‘But,’ says one, ‘do you not mean that the 
students should go to work with their hands instead of 


3W. C. Bagley: Education as a Unique Type of Experience, 
Religious Education, Feb., 1923, Vol. 18, p. 35. 


PROJECT METHOD OF TEACHING 7 


their heads?’ I do not mean that exactly—I mean 
that they should not play life, or study it merely, ... 
but earnestly live it. . . . How could youths better learn 
to live than by at once trying the experiment of living? 
Methinks this would exercise their minds as much as 
mathematics. If I wished a boy to know something about 
the arts and science, for instance, I would not pursue the 
common course, which is merely to send him into the 
Neighborhood of some professor, where everything is 
professed and practiced but the art of life—to survey the 
world through a telescope or a microscope, and never 
with his natural eye; to study chemistry, and not learn 
how his bread is made, or mechanics, and not learn how 
it is earned; to discover new satellites in Neptune, and 
not detect the motes in his eyes, or to what vagabond 
he is a satellite; or to be devoured by the monsters all 
around him, while contemplating the monsters in a drop 
of vinegar. Which would have advanced the most at the 
end of the month—the hoy who had made his own jack- 
knife from the ore which he had dug and smelted, read- 
ing as much as would be necessary for this—or the boy 
who had attended the lectures on metallurgy at the In- 
stitute in the meanwhile, and had received a Rogers pen- 
knife from his father? .. . . To my astonishment I was 
informed on leaving college that I had studied naviga- 
tion !—why, if I had taken one turn down the harbor I 
should have known more about it...’ 


The Project a Product of Necessity.—The pro- 
ject method of teaching as we use it to-day has 
grown out of conditions which have forced it into 
the field of education. It is truly a product of 
necessity, and has passed through something of 
an evolutionary process. The study of science 
has made it necessary to adopt methods which 


8 PROJECT METHOD IN RELIGIOUS EDUCATION 


will fit the student more thoroughly for the tasks 
which he is to meet out in life. Schools of engi- 
neering soon found that practical problems were 
necessary if the student was to fit himself for his — 
work. Work shops were provided, and among 
some of the earlier schools, where such facilities 
were not to be had because of lack of funds, pro- 
vision was made with local plants in which 
students were allowed to do their practical work 
and then report the results in class. The Rens- 
selaer Polytechnic Institute, founded in 1824, has 
the following provision to meet this situation: 


‘That with the consent of the proprietors, a number 
of well-cultivated farms and workshops in the vicinity 
of the school be entered on the records of the school as 
places of scholastic exercises for the students, where the 
application of the sciences may be most conveniently 
taught.’’ 


Similarly, in law schools there has been the de-' 
mand for practical exercises and problems similar 
to those in actual life. The moot court has par- 
tially filled this need. Perhaps the most widely 
used teaching principle now in law schools isthe 
case method. Instead of teaching the principles 
of law in systematized and codified form, actual 
cases are studied, and the principles derived | 
secondarily. 

The same method has stnpamarned progress 
in the study of medicine. What the study of cases 
is to the law school, practice in the ‘clinie is to the 


PROJECT METHOD OF TEACHING 9 


medical school. Of course in the teaching of medi- 
cine such vitalized instruction began with the ad- 
vent of modern medicine; its extension is the 
product of more recent years. 

For the project idea as we know it to-day, we 
are perhaps more indebted to teachers of agri- 
culture than to any other group. Stevenson says: 


**It was first employed in agricultural education by 
R. W. Stimson, who used the expression ‘home project’ 
in the agricultural courses of the Massachusetts voca- 
tional schools. In 1908-1910 the unmodified word ‘proj- 
ect’ was used by Stimson, Sneeden, Prosser and Allen 
in their report to the Massachusetts Legislature. Since 
its use,in Massachusetts, the term with many variations 
in meaning has been applied to many of the subjects of 
the course of study.’’ # 


The Project Method the Normal Way.—Why 
should procedure in school differ so radically from 
procedure out of school? Why should work in 
the classroom appear artificial while that outside 
is real? If the school is to perform its highest 
service its activities must be more closely related 
to life experiences. And the only way to do this 
is to bring into the schoolroom real problems for 
solution. 

It is along this path, and only this, that worth- 
while progress has been made in the world. The 
successful business man is the man who actually, 
works out projects. The project method is the 
normal way of achievement. Until problems arise 


4Stevenson: The Project Method of Teaching, pp. 40-41. 


10 PROJECT METHOD IN RELIGIOUS EDUCATION 


there is no solution, no progress, no accomplish- 
ment. The world never knew that the mosquito 
carried the malarial parasite until it faced the 
problem of combating the diseases. And a simi- 
lar situation arose in the fight against yellow 
fever. The Panama canal was made possible be- 
cause of a commercial exigency, and that fine piece 
of engineering was given to the world only 
through the solution of a big problem. This is 
the rile of life, this is the way civilization has 
moved forward. It was the method of Archi- 
medes, of Galileo, of Pasteur, of Gorgas and all 
pioneers who have had part in the achievements 
of mankind. | 
Similarly, with progress made in wireless tele- 
phony; it is the process of overcoming obstacles 
in the path of radio transmission. And, in the 
South there is the great economic problem of the 
boll weevil. His depredations have forced upon 
the Southern people an economic stumbling-block - 
which is commanding the united thinking of the 
best scientific minds of the country. It is in such 
situations that thinking occurs. It is the ‘‘forked 
road’’ situation that makes men think, and school 
children too. Many educators view with much 
hope the effective use of this principle in our 
schools. | 


CHAPTER II 
A PROJECT IN CHURCH HISTORY 


Tuer Prorestant REFORMATION 


The teacher of religion soon becomes aware of 
the fact that his students need a thorough under- 
standing of the Protestant Revolt of the 16th cen- 
tury that the Protestantism of to-day may be more 
thoroughly comprehended. The need for a broad 
background of information is pressing, and before 
the Protestant Church of to-day can fulfill its 
highest mission she must take the time to recall 
the circumstances and conditions which gave her 
birth. Most fundamental in all our efforts in re- 
ligious education is an understanding of this his- 
torical background. Else we drift into a crcle 
of activity and eventually repeat the same errors 
from which we were once liberated. 

The student of to-day needs to come in touch 
with the foundations of this structure we call 
Protestantism. It is all the more needful if he is 
to have part in shaping the policies and fixing 
the destiny of this branch of the Christian Church. 
Indeed such an understanding is essential if he is 
to know his own church, whether Lutheran, Bap- 
tist, Episcopal, Presbyterian, Congregational, 

11 


12 PROJECT METHOD IN RELIGIOUS EDUCATION 


Methodist or other. Ignorance of those great re- 
ligious forces, which have liberated the conscience 
of mankind, tends toward denominational bigotry 
and egotism. One becomes absorbed in the ac- 
tivities of a particular denominational group and 
fails to see the broader movement; and worse still, 
loses himself in his own church and overlooks the 
great religious objectives of the race. 

Sufficient, then, are the reasons for devoting 
half year to a study of the Protestant Reforma- 
tion. The project, an account of which will follow, 
was undertaken by a group of college. students in 
the Junior class. The class met two hours a week 
for eighteen weeks making a total of thirty-six — 
recitations. 

The Conventional Method.—Ordinarily a text- 
book on the Protestant Reformation would be 
selected and regular assignments by pages would 
be made. The teacher would do more or less lec- 
turing and would require the class to take notes 
and perhaps have them presented to the instructor 
for inspection and grading. As a stimulus to 
mental activity, and for the purpose of securing 
some data in the form of tens or zeros, questions 
would be asked on the lesson and answers would 
come forth from the book with varying degrees of 
accuracy. Perhaps some collateral reading would 
be assigned and reports required to verify the 
statement that the work was well done. A test 
would probably be given as a stimulus, and cer- 
tainly as a goad to urge on the inevitable straggler 


A PROJECT IN CHURCH HISTORY 13 


who sits in every classroom. And, as a final urge 
and a day of accounting, there would be the ex- 
amination, for which there is always much ‘‘cram- 
ming’’ and often little knowledge. 

Please do not understand that the writer is dis- 
crediting, wholly, the above procedure and that 
he has lost all faith in the conventional method of 
teaching. He has, however, followed that path 
with students and has felt that in some re- 
- spects, at least, there must be a more excellent 
way. 

One cardinal fault with much teaching is that 
students are not allowed to take the initiative in 
the problem at hand. The teacher carries the 
load, and the class follows, or not. Let the class 
carry the load, and let the teacher direct. Many 
recitations are characterized by two factors, the 
offensive movements of the teacher and the de- 
fensive attitude of the students. The recitation 
may easily resolve itself into a volley of questions 
and queries which originate behind the teacher’s 
desk, while the class is kept busy trying to fab- 
ricate answers which will fit the questions asked 
and satisfy the inquisitor. 

Is it not reasonable to suppose that there may 
be injected into the teaching process some live 
purpose, aim, or objective which will add interest 
to the task at hand and thus vitalize study by re- 
lating it to life and experience? Why may there 
not be some interesting problematic act which will 
add zest to the work? And why not undertake a 


14 PROJECT METHOD IN RELIGIOUS EDUCATION 


unit of study that may be completed? And why 
may not the work be given a natural setting rather 
than an artificial setting? The following projects 
will attempt to answer these questions. 

The Project.—It was agreed that the class 
would dramatize some outstanding situation in the 
Protestant Reformation. Luther’s appearance 
before the Diet of Worms gave promise of 
dramatic elements and it was definitely decided 
that the dramatization would center around this 
incident. It was explained that a thorough knowl- | 
edge of the whole Protestant movement would be 
necessary before the Diet scene could be properly — 
presented. It was readily seen that leading up 
to this incident were many and varied causes, and 
that the Diet of Worms was but the culmination 
of a network of incidents and events. In other 
words it was a unit around which clustered the 
main lines of thought and activity that energized 
the Protestant Revolt. To understand Luther 
at Worms is to have an appreciation of the 
major movements in religion in the 16th cen- 
tury. 

The project, then, was to write a drama, the 
scene of which was to be laid in Germany during 
the Protestant Revolt and the main action was to 
center about Martin Luther. 

Not All Dramatists —It was soon discovered 
that not all people are given to writing dramas, 
and for fear of running awry with an undertaking - 
for which many had no aptitude, a’sudden shift 


Wi (Oa 


A XK PROJECT IN CHURCH HISTORY G) 


was made in the plans. Some were very anxious 
for the dramatic undertaking, others simply 
could not do it. The addition of an alternative 
plan saved the situation. It was this: All the 
general investigations into the subject were to be 
the same but the final development was to take two 
courses. Those who felt they could not write a 
drama were allowed to write a short book on 
‘‘Some Aspects of the Protestant Reformation.’’ 
The class was then working on a double project. 
One group was gathering data for a drama, an- 
other group for a hook. With these two very 
definite objectives in view the work was under- 
taken in a whole-hearted fashion. 
eneral Investigations—It was, of course, 

necessary to give certain ‘‘leads’’ to the investi- 
gation and study of a unit of historical knowledge 
as large as the Protestant Reformation. The 
topics for investigation were assigned for each 
recitation until a general survey of the field was 
made, and from that point the movement was to 
correlate and collect those facts which were to 
make the drama or the book a finished product. 

It will be noted, from the list of topies given 
below, that there was not much effort at orderly 
sequence—no syllabus or outline, but rather a 
series of interesting events, places and characters. 
The correlation of these was left to the student 
and to what orderliness might grow out of the in- 
structor’s informal lectures and the open discus- 
sion in class. 


16 PROJECT METHOD IN RELIGIOUS EDUCATION 


The list of topics for investigation was as fol- 
lows: 


1. Outline of Martin Luther’s Life. 
2. Political and Ecclesiastical Influence of the Papacy 
in the 16th Century. 
4. The Character of Medieval Monastery Life. 
5. Charles V. 
6. The Roman Nuncio Aleander. 
7. The Inquisition, Episcopal, Papal, Spanish. 
8. Outline of the Political Situation in Europe in 
Luther’s Lifetime. 
9. Humanism. 
10. Life of Erasmus. 
11. Life of Savonarola. 
12. Life of John Colet. 
13. Life of John Calvin. 
14. Life of John Knox. 
15. Religious Pilgrimages and Image Worship. 
16. History of the Vatican. 
17. The Brethren of the Common Lot. 
18. Character Sketch of Hans Bohm. 
19. The Bundschuh Revolts. 
20. Medieval Church Festivals and Miracle Plays. 
21. Mendicant Orders. 
22. Leipsiz Disputation. 
23. The Ninety-five Theses. 
24. The Augsburg Confession. 
25. The Council of Trent. 


Conduct of the Recitation—For about half of 
the term, the recitation period was spent in con- 
sidering the general phases of the course. That 
is, there was no special effort to condense the 
accumulated data to fit either the drama or the 


A PROJECT IN CHURCH HISTORY 17 


book. The work upon the project had not prop- 
erly begun. It was understood that a general 
survey of the field was necessary before anything 
in particular could be done. Reports were made 
by the students and supplemented by suggestions 
and notes from the instructor. All of these dis- 
cussions were characterized by a lively interest. 
The class caught the spirit of freedom and inde- 
pendence and felt very keenly that they had a 
hand in determining the character of the course. 

The Drama.—A few words, in detail, about 
plans for the dramatic arrangement may be per- 
missible. The question of what was to be in- 
cluded in the play soon arose. The main difficulty 
was in de*ermining what to leave out. How many 
acts? What ought we include, so that a play of 
two or three hours’ length might convey to an 
audience the cardinal points in the situation and 
at the same time carry no surplus matter. 

After considerable deliberation the dramatic 
group decided that three acts would be sufficiently 
long. There were, of course, divergent views con- 
cerning the main points around which these acts 
should center. The following outline of one of the 
plays is fairly representative of the group: 


Act I, Scene I. Medieval Monastery. 
Scene II. Luther Ordained Priest. 


Act II, Scene I. Indulgence Sellers. 
Seene II. The Ninety-five Theses. 
Scene III. Burning the Bull of Excommuni- 
cation. 


18 PROJECT METHOD IN RELIGIOUS EDUCATION 


Act III, Scene I, The University of Wittenberg. 
Seene II. The Diet of Worms. 
Seene III. The Peace of Augsburg. 


The Book.—The little book of eight chapters 
on ‘‘Some Aspects of the Protestant Reforma- 
tion’’ was the project for the second group. This 
book was to be written with a very specific pur- 
pose in view. It was to be written for young 
people, and presumably to serve as collateral 
reading in the Young People’s Department of the 
Sunday School. Further, this book was presum- 
ably to occupy a place in the International Closely 
Graded Lessons. To make the task more specific 
the class was shown specimens of literature for 
the Young People’s Department. This gave a very 
definite idea of what was desired and impressed 
the thought that the work in hand was practical 
and was related to some real life problems. Some 
of the books in the Closely Graded Lessons are 
‘““The History and Literature of the Hebrew 
People,’? ‘‘The History of New ‘Testament 
Times,’’ ‘‘The Bible and Social Living’? and 
others. The fact that these students were writing 
a similar book on an historical subject and that 
there was the possibility of their work having 
practical value, added an element of genuineness - 
and naturalness to their efforts. 

The eight chapters of the book are as follows: 
Chapter I. The Political and Ecclesiastical Influ- 


ence of the Papacy in the 16th Century. 
Chapter II. The Political Situation in Europe. 


A PROJECT IN CHURCH HISTORY 19 


Chapter JII. The Renaissance and the Reformation. 
Chapter IV. Medieval Church Festivals and Miracle 
Plays. 
Chapter V. Humanism and the Reformation. 
Chapter VI. Martin Luther. 
Chapter VII. The Theory and Practice of Papal In- 
dulgences. 
Chapter VIII. The Diet of Worms. 
Bibliography. 


Outside Help.—Not far from the college, where 
this project was worked out, is the Lutheran 
Theological Seminary. Arrangements were 
made whereby the students could make use of the 
Seminary Library. The authorities there co- 
operated by selecting all the books on the Protes- 
tant Reformation and placed them on a separate 
table where they were easily accessible. As one 
would expect, the atmosphere of the place was 
conducive to serious study of the great reformer. 
Various pictures of Luther were seen on the walls 
of the library and in the classrooms, and in all, 
the general surroundings made the study of 
Lutheranism and the Revolt of more than ordi- 
nary interest. 

The Dean of the Seminary, Dr. Voight, who is 
an authority on the Reformation, was asked to 
lecture to the class. This lecture was given near 
the end of the course, so that a full appreciation 
of the advanced discussion might be possible. The 
subject of this special lecture was ‘‘ Political as- 
pects of the Protestant Reformation.’’ It was re- 


20 PROJECT METHOD IN RELIGIOUS EDUCATION 


ceived with unusual interest by the class and 
furnished a valuable background to the study. | 
summary.—The project was in every sense a 
success, measured from the standpoint of interest 
and the acquisition of facts. A large unit of knowl- 
edge was approached from a practical angle; in 
the first instance, a dramatic undertaking 
and in the second, the writing of a_ book. 
Students talked about their work outside the class- 
room. This is a sure sign of healthy interest. A 
problem closely related to life, and to the things 
people do when they are out of college -was under- 
taken and completed. The work was neatly bound 
and made to look as much like a book as possible. 
The title was generally printed on the cover with 
the author’s name appended in regular form. A 
table of contents was added at the end of the book © 
or at the close of each chapter. Hvery precaution 
was taken to conform to regular ‘‘book style’’ so 
far as the mechanical arrangement of a manu- 
script made that possible. When the books came 
in, all neatly bound, they were the objects of much 
interest to both the class and outsiders. A Field 
Secretary of Sunday School work visiting the col- 
lege was impressed with the general make-up of 
the completed project and asked that he be allowed 
to place some copies in his Religious Hiducation 
Exhibit which is shown in Training Schools for 
Sunday School teachers. Such a request, of 
course, added to the practical phase of the job 
and convinced the students that they--had done a 


A PROJECT IN CHURCH HISTORY 21 


piece of work which had some real value in the 
outside world. 

It may be well to measure this piece of work by 
the generally accepted definition of the project. 
Perhaps the definition which comes nearest to a 
proper estimate of this conception is that of J. A. 
Stevenson: ‘‘A project is a problematic act 
carried to completion in its natural setting.’’ 

1. Both the drama and the book were problem- 
atic acts. There were questions of arrangement, 
suitable data, dramatic climax, costuming, 
scenery, characters, etc., involved in the drama 
project. In the book there was the problem of 
selecting data for eight chapters, of adapting the 
style and treatment of the subject to young people, 
of producing a book which would be suitable for 
an already well established course of graded re- 
ligious literature. And for finishing a manu- 
seript which would conform to the best regulations 
in the book world. 

2. The project was carried to completion. The 
drama was written and preparations are now be- 
ing made for its production. They were handed 
over to the Expression Department for criticism 
and suggestion. The head of the department re- 
ported that there was real dramatic merit in some 
of the plays and offered to direct the class in the 
production of one of the best of them. The proj- 
ect will reach its full completeness when the play 
is produced. 

3. The project was carried out in its natural 


22 PROJECT METHOD IN RELIGIOUS EDUCATION 


setting. The work was done in the atmosphere of 
an institution of learning, where books and, more 
or less, expert advice were available. The college 
maintains considerable stage equipment and the 
Expression Department is constantly producing 
plays. For both the drama and the book the col- 
lege community furnished a natural setting for 
the practical working of the projects. 


CHAPTER III 


THE PROJECT METHOD AS APPLIED TO 
THE HISTORY OF THE ENGLISH BIBLE 


The purpose of this chapter is to give briefly an 
account of a course in the history of the English 
Bible wherein the project method of teaching was 
applied. The class consisted of first year students, 
Freshmen, and the course covered a period of ap- 
proximately eight weeks, making a total of six- 
teen recitations. 

Usually an Uninteresting Course.—The teacher 
had noticed that this subject as previously taught 
had been uninteresting to the average student. 
This particular phase of general Bible informa- 
tion was considered dry and difficult to learn. 
Many of the names seemed queer and entirely 
foreign, the dates of the translations had little 
meaning and the whole process was generally arti- 
ficial and vague. 

Causes for This Lack of Interest.—The question 
naturally arises, Why should not a college student 
find interest in a subject of such practical value; 
a subject concerning the most widely known book 


inthe world? There are several reasons that are 


patent. First, the information was all second- 
23 


24 PROJECT METHOD IN RELIGIOUS EDUCATION 


hand and too briefly compiled. The student had 
not the zest that the author of the book enjoyed 
as he searched through the original sources of in- 
formation and got at the material out of which 
books are made. The average mind rebels at pre- 
pared knowledge and has a longing for the spirit 
of adventure which the author enjoys in his search 
for information. I well remember with what re- 
luctance my former students undertook a study 
of the various translators, the dates, and char- 
acteristics of each translation. The trouble 
seemed to lie in the thought that the story of the 
English Bible was set apart from life and that 
there was nothing in it that might make its ap- — 
peal to the life of to-day. 

The second reason why the course was unin- 
teresting and difficult was that the student fell in 
largely with the memoriter method of study. The 
material was to be memorized; to be recited in 
class and retained only long enough to write down 
on an examination paper and then discarded to 
that oblivion where college students cast much 
that they learn. The besetting sin of most 
students is that they try to memorize the facts 
they find in books, instead of using these facts as 
an aid in understanding the subject. 

Most teachers will confess that there is a strong 
tendency among students to learn just what they 
find in the book. Worst of all they learn it in 
disconnected, disjointed fashion, out of relation 
with other facts. It is but trite to say that this 


THE PROJECT METHOD AND HISTORY 25 


stultifies intellectual initiative and produces imi- 
tators and memorizers rather than thinkers and 
scholars. ‘The main objective of the average 
student in his study time, is to retain the informa- 
tion of the book, so that it may be recalled in the 
classroom when demanded by the teacher. He is 
often a slave digging out facts to be presented to 
an instructor, instead of an investigator working 
on his own account in cooperation with his teacher. 

I have discovered that there was a third cause 
for lack of interest in the subject. This might 
properly be termed, a lack of an adequate objec- 
twe. ,'There was no pertinent life-interest in the 
history of the English Bible to the student; no 
use for the information save to be repeated in 
class and reproduced on examination. Had the 
student had an appointment to deliver a speech 
on this subject before the Literary Society, he 
might have attacked the problem in an entirely 
different spirit. Or if some religious newspaper 
had requested an article along this line he could 
have approached his task with the consciousness 
that there was a reality in the work; a use for the 
thing he was trying to produce. As a matter of 
fact this is one standard by which the worth of 
any body of knowledge may be judged. This 
theory, of course, may easily be carried to absurd 
limits, but in it is to be found a factor which will 
go far toward vitalizing our conceptions of worth- 
while knowledge. 

A Project in Dramatization.—Realizing the 


“26 PROJECT METHOD IN RELIGIOUS EDUCATION 


need of some stimulating objective in the course, 
the teacher suggested that the class, if they cared 
to, might dramatize the story of the English Bible. 
Suggestions and opinions were called for and 
there seemed to be entire unanimity on the part 
of the class in desiring to undertake the project. 
This of course was a very natural outcome, as 
every teacher well knows; for the average student 
is very willing to adopt the novel, and anything 
that looks interesting and out of the ordinary. 
But the’ impulse 1s not a bad one, and often the 
essentials of what we are driving at may be at- 
tained by following the natural bent of the 
student’s mind. If dramatizing the history of the 
English Bible will enable a group of students to 
grasp the essential facts in the situation, then the ~ 
innovation is justifiable. : 

The plan of dramatization was thoroughly dis- 
cussed by the class. It was agreed that a very 
simple presentation was necessary, and that the 
project might be carried to its full completion and 
would be presented in the college chapel some 
Sunday evening. In any event, presentation was 
to be made in the class as the culminating event in 
the course. 

Textbook or Not.—In this course no texthook | 
was used. As a guide to the general topic a chap- 
ter from a textbook which gave a general survey 
of the Bible and its contents was selected. This 
chapter gave very briefly the various translators 
and their work, extending from the early Anglo- 


THE PROJECT METHOD AND HISTORY 27 


Saxon fragmentary translations down to the 
Standard Edition of the American Revised Ver- 
sion. It was desired that the bulk of the work 
should be done in the library and that many 
sources of information would be found. 

A brief outline of the proposed field of study 
was put on the blackboard and kept constantly 
before the class for reference and discussion. The 
outline was arranged chronologically with brief 
suggestive hints and dates as follows: 


Early Anglo-Saxon Translations 


I. Entrance into England of Augustine, the Roman- 
Catholic monk, with the Vulgate, 596. From this Latin 
text sprang most of the fragmentary translations of this 
period. 

II. Caedmon, a monk of Whitby in Northumbria, died 
580. Author of the metrical paraphrases of the creation 
account and Old Testament stories. 

III. Guthlae of Croyland near the close of the seventh 
century prepared an interlinear translation of the 
Pslams. 

IV. Adhelm, Bishop of Sherbourne, later translated 
the Psalms into the English Vernacular, some in prose, 
some in poetry. 

V. Bede, the ecclesiastical historian, is credited with 
a translation of the whole Bible, but the claim is doubt- 
ful; it is more probable that he translated the Gospel of 
John. Died 735. 

VI. King Alfred is said to have translated some por- 
tions and to have prefixed the Ten Commandments in . 
English to his laws. Other fragmentary translations 
were probably executed under his direction. Died 901. 

VII. Aelfrie, Archbishop of Canterbury, about 990. 


28 PROJECT METHOD IN RELIGIOUS EDUCATION 


Credited with the most extensive translation from the 
Latin into the vernacular. 


The Norman Invasion (1066) 


I. For several centuries biblical work was character- | 
ized by fragmentary translations into Norman-french. 

II. The Canterbury Psalter of 12th century contains 
interlinear translations of Anglo-Saxon and Norman- 
French. 


The Manuscript Bible 


I. Wycliffe (died 1384) a landmark in the history of 
the English Bible. 

His New Testament appeared about 1380, the whee 
Bible soon after. 

Translations made from Latin Vulgate and the ver- 
nacular text current at that time. 

II. Purvey, a contemporary of Wycliffe, soon after 
the latter’s death undertook a complete revision of the — 
Bible. This step contributed much to a refinement of the 
English translation. 


The Printed Bible (Translations of the Period of 
the Reformation) 


I. Tyndale, a Franciscan priest known as the father 
of the English Bible. Burned at the stake 1536. Tyn- 
dale’s work was influenced by contact with the Greek 
New Testament of Erasmus; his life was a conspicuous 
factor in the dissolution of the Roman Catholie Church. 
He issued the New Testament in full and parts of the. 
old, but died before the work was completed. 

IL. Coverdale issued the first completed printed Hng- 
lish Bible 1535. 

Translation based upon the Vulgate and translations 
of Luther and Tyndale, no claim being made that the 
work was based upon the original languages. 


THE PROJECT METHOD AND HISTORY 29 


III. Matthew (Rogers). The Matthew Bible appeared 
in 1587. Its real author was, most probably, John 
Rogers, a friend of Tyndale, with whom the latter left 
his unfinished manuscripts before he died. 

IV. Taverner.—Richard Taverner edited in 1539 a 
Bible which was principally a revision of the work of 
John Rogers. Taverner was a Greek scholar. 

V. The Great Bible, 1539. (Cromwell, Cranmer, Tun- 
stall and. Heath. ) 

VI. The Geneva Bible, 1560. This translation made in 
exile. 

VII. The Bishops’ Bible, 1568. Genevan Bible was 
too Calvinistic and anti-episcopal, and the Great Bible 
was defective in translation, hence the Bishops’ Bible 
(three,fourths of translators were bishops), the official 
Bible of the Church. 

VIII. Rheims and Douay Version, a product of the 
Roman church, 1609; was not translated from the Greek 
and Hebrew but from the Latin Vulgate. 


Translations from 1611 to Present 


I. The Authorized Version, 1611, commonly called the 
King James Version. . 

Il. The English Revised Version, 1885. American 
scholars participated by way of suggestion ; these sugges- 
tions were incorporated in an appendix to each volume. 

III. The American Revised Version, 1898; issued by 
the University presses of England with American ap- 
pended suggestions incorporated in the text. 

IV. Standard Edition of the American Revised Ver- 
sion, 1901; an American product which is perhaps 
nearer to the original Scriptures than any to date. 


Bibliography: 


Wescott: History of the English Bible. 
SmytH: How We Got Our Bible. 


30 PROJECT METHOD IN RELIGIOUS EDUCATION 


Price: The Ancestry of Our English Bible. _ 
HISELEN-BARCLAY: The Worker and His Bible. 
GARDNER: The Bible as English Literature. 
Encyclopedias and Bible Dictionaries. 


A More Condensed Scheme.—A more condensed 
scheme of the course is very helpful and may also 
be kept constantly in view of the class. It is ad- 
visable to have each student retain a copy of the 
outline and the briefer diagram in his notebook 
for constant reference. This is no minor matter. 
Students do not generally see knowledge groups 
in wholes. One of the first things to see m any 
course is the end. A journey is always pleasanter 
and shorter if the end is kept in view. Not to 
know where one is going, in travel or in study, is 
at once confusing and debilitating. As I look back 
over my college work as a student I am impressed © 
with the fact that I seldom knew just where I was 
headed. Teachers should be careful to explain to 
their students the main objectives of their work. 
There is too much fragmentery knowledge which 
can never properly be organized. The student 
needs constantly to be taken on the plane of the 
teacher where he may see his work in its proper 
perspective. 

The diagram given on opposite page, a kind of 
family tree of our English Bible, is adapted from 
the one given in that admirable little book of J. 
Patterson Smyth, ‘‘How We Got Our Bible.’’ The 
following paragraphs will show more fully the 


THE PROJECT METHOD AND HISTORY 31 


DiaGRAM SHOWING GENEALOGY OF THE ENGLISH BrIBLE! 
| ORIGINAL MSS. LOST 


ist century | 


MANUSCRIPTS VERSIONS EARLY CHRISTIAN 
Original languages.... Latin, Syriac, etc. FATHERS 
| 
| 
| 
4th century Vulgate 
| 
: 
9th century. Toca 
| 
14th century ee led 


16th century Tyndale 


Coverdale 
Great Bible 


Geneva Bible 


| 
17th century Authorized 1611 
\ 
English Revised 1885 
19th century American Revised 1898 
Standard Edition (American) 
1901 


1 Adapted from Smyth’s, ‘How We Got Our Bible,’ 


32 PROJECT METHOD IN RELIGIOUS EDUCATION 


manner in which modern scholars make use of 
ancient manuscripts, old versions and quotations 
from the early Christian Fathers: 


‘‘The science that deals with this mass of evidence is 
called ‘textual criticism,’ a science which though only 
in its infancy when our Authorized Version was issued, 
has reached in the present day a very high degree of | 
perfection. Suppose then, our revisers, men skilled in 
this study, are occupied on say a passage in the Epistle 
to the Romans, desiring to present as nearly as possible 
as it left the ands of St. Paul, how will they mae use 
of this mass of evidence? | 

‘‘1. They will search for the very oldest Greek manu- 
scripts in which the Epistle occurs, for, as we have 
already seen, the oldest are likely to be the most correct, 
and they will get as many as possible of them to compare 
them together for the eliminating of any errors that may 
have crept in, for it is evident that if a number of copies . 
are made of the same original, even should each of the 
copyists have erred, no two are likely to make the same 
error, therefore a false reading in any one can often be 
corrected by comparison with the others. 

‘*2. Then they will examine the Ancient Versions, 
and see how the passage in question was read in Syriac 
and Latin and other ancient languages 1700 years ago. © 

‘**3. But what use can they make of the rest of the 
parchments—those writings of the early Christian Fa- 
thers? A very important use. They search these care- 
fully for quotations from this Epistle. These early | 
Fathers quoted Scripture so largely in their Contro- 
versies that it has been said if all the other sources of . 
the Bible were lost, we could recover the greater part of 
it from their writings.’’ + 


1Smyth: How We Got Our Bible. James Pott & Co. 


THE PROJECT METHOD AND HISTORY 33 


A Bird’s-eye View of the Course.—The general 
plan of procedure in the course was to have the 
class work up the data to supplement the outline, 
keeping in mind always the ultimate objective of 
presenting in simple dramatic form the high 
points in this story of the evolution of the English 
Bible. Before making the detailed study of the 
various editions, a rapid survey of the entire field 
was made, devoting two or three recitations to this 


task. After the general drift of the story was 


had, principally through lectures given by the in- 
structor, detailed assignments were made for 
work in the library. 

Library Work.—The task now was to make a 
careful investigation of some of the early Anglo- 
Saxon translators and their contribution toward 
the work. It is a mistake to think that students 
dislike to do research work. Some of the best 
work done by the Freshman class at this particu- 
lar time was of that nature. There is in this kind 
of work, the spirit of independence; of doing 
something on one’s own account. There is nothing 
so stimulating to the average student as the con- 
sciousness that his task calls for originality, and 
that he may walk an unbeaten path. I have seen 
my own students enter in upon such limited re- 
search with a vigor and interest that no textbook, 
however attractively written, could command. 

It was in this spirit of literary adventure that 
a class of Freshmen set out to learn something 
about Caedmon, Guthlac and Adhelm; for this was 


84 PROJECT METHOD IN RELIGIOUS EDUCATION 


the first day’s assignment. The class was divided 
into three groups and each group was assigned a 
translator. Notes were to be taken and reported. 
Everything in the library of the college was ran- 
sacked for information concerning these queer 
names. Dictionaries, encyclopedias, books on 
Biblical literature, history texts, etc., were all 
requisitioned, that interesting data might be un- 
earthed to go into the dramatic arrangement of 
the story. | 
Problem of the Arrangement of the Drama,— 
Very soon the question of the elaborateness of the 
dramatic arrangement arose. It was soon dis- 
covered that the arrangement must of necessity 
be as simple as possible. How are we to present 
on the stage the facts which we have dug up? 
This was an early question. Some asked, are we - 
to let Caedmon come on the stage and tell of his 
part and what he did; and are Wycliffe and Tyn- 
dale to do the same? Some suggested that it 
would be a flagrant exhibition of egotism for 
either of these characters to tell of their sacrifices 
and hardships in their efforts to put the Latin 
Bible into the English Vernacular. Some sug- 
gested that the spirits of these men might appear 
on the stage and thus obviate some of the oddities 
of the other plan. It was generally agreed that 
while a pronouncement in the first person would 
bring about certain perplexities, it was necessary 
to present these old characters, because the 


THE PROJECT METHOD AND HISTORY 35 


audience would be interested in their general ap- 
pearance. 

‘*History’’ the Interlocutor—After consider- 
able contemplation and discussion it was finally 
agreed that there would be a character named 
‘‘History,’’ and that the whole pageant would re- 
volve around this one personage. ‘‘History’’ 
would recite a prologue and prepare the audience 
for what was coming; she would present the dif- 
ferent translators and tell of that part of their 
lives which might be embarrassing if related in 
the first person. The advantage of a versatile 
character like ‘‘History’’? was soon appreciated, 
and many of the problems of an intricate drama 
were solved. For the play had now resolved it- 
self into a simple pageant, with ‘‘History’’ as the 
leading manipulator. 

The Initiative of the Student.—One of the most 
valuable assets of the classroom is student initia- 
tive. <A cut-and-dried plan rigorously prescribed 
is often damaging to the spirit of freedom and 
self-reliance. It is essential that the teacher have 
definite plans, but they must not be divulged in 
autocratic fashion. The end-point must be clearly 
in view but the route to be traveled must be de- 
cided upon after consultation with the whole 
traveling party, though the guide may know all 
the time the best route. The besetting sin of many 
teachers is an attitude of autocracy. In a course 
such as this, there must be the spirit of coopera- 


36 PROJECT METHOD IN RELIGIOUS EDUCATION 


tive planning. There must be hesitation and ques- 
tioning, even though the teacher has to feign it, 
just as orators whose flow of language is artifi- 
cially smooth after many repetitions of the same 
speech, purposely hesitate before making state- 
ments as though they were thinking their way 
out for the first time. There must be freshness _ 
and originality in our class-room procedure if 
vital interest is to be maintained, and there is no 
surer way to avoid ruts and stilted performance 
than to have students participate in the planning 
and general movement of a course of stiidy. 

The Recitation—The recitation was devoted 
largely to a discussion of the findings in the 
library. Hach student came with notes and was 


prepared to lead in the discussion whenever called _ 


upon. The dramatic idea was kept constantly in 
the foreground and the question was frequently 
raised, How would you present this to an audience 
not familiar with the details of the situation? 
Sometimes the instructor would assume the role 
of ‘‘History’’ and call upon someone to play the 
part of a certain character. For instance, after 
appropriate introductory remarks which History 
might be expected to make, Tyndale was called to 


the front to give an account of his work. Asan | 


example, one student gave the following account 
which is fairly representative of the answers: 


‘“Tyndale—While at Cambridge I came in contact 
with the New Testament of Erasmus. In a quiet way I 


THE PROJECT METHOD AND HISTORY 3¢ 


hegan to expound the Scriptures and my experience soon 
convineed me that nothing could be accomplished in the 
way of the spiritual elevation of the people unless the 
Bible could be placed before them in their mother tongue, 
etc.”’ 


By-Products of the Course.—In the dramatiza- 
tion of the history there arose questions and situa- 
tions which in ordinary procedure would never 
have come up. There was the matter of costum- 
ing. How did Caedmon look in his day? and, was 
Tyndale a contemporary of Shakespeare; so that 
he might properly be fitted in the well-known 
Elizabethan dress? Investigations had to be 
made into the dress and habits of friars, priests 
and monks. Would there be monastery scenes and 
what would represent, appropriately, the interior 
of a medieval monastery? Would Wycliffe ap- 
pear on the stage with a copy of the King James 
Version bound in limp leather? What did the 
Manuscript Bible look like, and how did the 
printed Bible of the 16th century differ in gen- 
eral appearance from our 20th century editions. 
Adequate answers to all these questions were 
necessary before the pageant could be intelligently 
_ arranged. 

These various problems of technique were as- 
signed to groups of the class and they were re- 
quired to report to the class their findings. His- 
tory books, dictionaries and encyclopedias were 
requisitioned in this search and much interesting 
- and informing data were procured. Some brought 


08 PROJECT METHOD IN RELIGIOUS EDUCATION 


books to the class showing old euts of Tyndale, 
Wycliffe and others. Professors of Old English 
were cross-questioned concerning the physical ap- 
pearance of 7th century manuscripts, and from 
this department came specimens of fragmentary 
translations of early Anglo-Saxon writers, all 
contributing directly to an enrichment of the back- 
ground of the story. 

Authorized and Revised Version. — Another 
problem was encountered. This was in an effort 
to portray the work which brought forth the 
Authorized Version and subsequent revisions. 
The class soon realized that the circumstances out 
of which the King James Version arose would 
furnish some complexity for their simple dramatic 
arrangement. There was the group of scholars 
who did the work, their meetings in companies, — 
their general meeting, comparisons of notes, and 
final judgment. How should it all be condensed 
and presented in a fashion which would at once 
be intelligible and brief? All of these questions 
necessitated a thorough understanding of the gen- 
eral situation, and the class accumulated consider- 
able amount of data which under ordinary 
methods would never have been gotten. 

It was finally decided that one scene would be 
devoted to a sitting of the general committee; this, 
one of the final meetings. Here a summary re- 
port would be made by one of the scholars, which 
would give the audience a rapid survey of the 
work. It was intimated that a scene could he 


THE PROJECT METHOD AND HISTORY 39 


arranged in which King James appeared and ex- 
pressed his desire for a new translation. The 
general opinion prevailed that a sitting of the 
committee in their final deliberations would suffice 
for a portrayal of this version. It is needless to 
state that after such discussion and investigation 
the class had a real grip upon the situation out of 
which grew the great 17th century translation. 

In similar fashion the later revised versions 
were to be presented. A scene was to be devoted to 
the work of the American Revisers. The principal 
character of this scene, of course, was to be Dr. 
Philip,.Schaff. While in general session some 
members of the committee rehearsed the work 
which they had undertaken, and gave the reasons 
and causes which brought forth the Standard 
Edition. 

The Project Completed.—Toward the end of the 
course, notice was given that one recitation would 
be given to the presentation of the pageant to the 
class. The occasion was to be very informal and 
the assignment of parts was made only after the 
class had assembled. Every member was sup- 
posed to be able to play any part. Under such ° 
an arrangement, crudities were inevitable, but the 
main pedagogic objective was attained. The class 
assembled in a _ spirit of enthusiasm, the 
‘‘hearers’’ were well informed on the subject, and 
the fact that fellow-students assumed the roles of 
ancient celebrities added a unique interest to the 
situation. 


40 PROJECT METHOD IN RELIGIOUS EDUCATION 


A Practical Outcome—Members of this class 
have been called upon by the college Y. W. C. A. 
to present their pageant, the History of the 
English Bible, at one of the regular Sunday 
evening sessions. This request has added a very 
practical phase to their work and they are now 
preparing, among themselves, to make the pres- 
entation before the college community. 

Summary.—The situation: A class of first-year 
students, with an enrollment of approximately one 
hundred. The class was divided and met in two 
sections. The task for the teacher was to lead 
them into an understanding of the history of our 
English Bible. The allotted time for this under- 
taking was eight weeks with two recitations a 
week. 

The subject was generally considered ‘‘dry,’? 
and the average student found difficulty in ap- 
propriating the material and making a vital con- 
tact with the subject. 

The following results were observed: 

1. The problem of dramatization furnished an 
objective and gave a practical turn to the work 
of the student. Study was for a purpose; mental 
work was to culminate in action. The student 
felt that what he put into his mind would soon 


express itself in life. The result was that an ele- 


ment of interest was injected into the enterprise 
and this interest touched with enthusiasm was evi- 
dent throughout the course. 

2. Nothing so gladdens the heart of.a teacher as 


THE PROJECT METHOD AND HISTORY Al 


the consciousness that students enjoy their work; 
and on the other hand there is nothing so de- 
bilitating to his spirit as an attitude of indiffer- 
ence. It was noted that in this case the students 
enjoyed their work and entered upon their task 
with enthusiasm. The discussion went beyond the 
classroom, and outside there were lively argu- 
ments relating to the excellence of the King James 
Version against later revisions and vice versa. 

3. Was time wasted in dramatizing the course? 
Would not the lecture method have been more 
economical? Or, would not a textbook have cov- 
ered the field in a more orderly manner? These 
questions may all be answered negatively. Time 
was taken in discussing elementary dramatic 
technique but not wasted. These discussions 
served to bring out facts of the historical situa- 
tion in a manner that questions and lectures could 
never have done. Nevertheless, these means, the 
lectures and questions, were employed at times, 
but were always secondary. 

4, Was the method unconventional and did it 
run counter to the laws, written and unwritten, 
of pedogogical procedure? Perhaps so; but the 
results obtained justified the innovation. The 
main objectives of teaching were attained. 


CHAPTER IV 
A HARMONY OF THE GOSPELS 


1. EDUCATIONAL PROJECT 
2. ANALYTICAL OUTLINE 


‘AN EpvucaTIonAL PRogect IN THE Four GosPELs 


Aim of the Course—The aim of this course, 
briefly stated, is to acquaint the student with a 
first-hand knowledge of the four gospels. The 
class which worked through this project was com- 
posed of Freshmen, whose previous educational 
training had been in the high schools of South 
Carolina. Many of them had been reared, in at 
least nominally Christian homes, and had imbibed 
about the average amount of religious instruction 
obtainable under such conditions. Their knowl- 
edge of this particular section of New Testament 
literature was nothing to boast of, and an ex- 
temporaneous examination of the geography of . 
Palestine, revealed an ignorance of Bible matter 
sufficient to cause serious concern to all charged 
with the religious education of children at home 
and in the Church School. | 

For this particular section of the-New ‘Testa- 

ment course, there was allotted the time of ap- 
42 ; 


A HARMONY OF THE GOSPELS 43 


proximately eight weeks, with two class periods a 
week. 

The teacher had formerly taught the course in 
the conventional manner. <A textbook was se- 
lected, or certain chapters from a book on Bible 
study were chosen and regular lessons were as- 
signed. The usual questions of authorship, pur- 
pose of writing, characteristics and contents were 
discussed and the general plan of inductive teach- 
ing prevailed. The chief objection found was a 
lack of interest, and the usual feeling of ‘‘ought- 
ness’? compelled the student to do the work. 
There was much discussion of commentators and 
commentaries and little first-hand investigation of 
the Scripture itself. 

One cardinal fault of much Bible study is that 
there is too much stress laid on what others have 
said about the Bible rather than a careful study 
of the Bible text itself. Commentaries are use- 
ful, but too often they are hindrances. The 
‘‘traditions of the elders’? were a menace to the 
clear religious thinking of Jesus’s day, and there 
is reason to believe that the multifarious eriti- 
cisms of the Bible and the elaborate systems of 
doctrine and of theology, will endanger the simple 
message of the gospels to-day. The true inter- 
pretation of the Bible will spring from a study of 
the Bible itself, and not from that source which 
begins with certain preconceptions of doctrinal 
and theological matters. The life of Jesus is often 
beclouded with the sentiments of well-meaning 


44 PROJECT METHOD IN RELIGIOUS EDUCATION 


biographers and commentators while the simple 
story of the gospel writers is hindered in its ap- 
peal to thinking men. Should there not be more 
of the study of the Bible itself and less of the 
‘‘traditions of the elders’’? This applies with 
particular emphasis to the teachings of the gos- 
pels, for in them there is veritably the heart of 
Christianity. Most of the religious irregularities . 
since the apostolic days have had their origin in 
ecclesiastical dogmas which gradually grew out of 
the machinery of the Church; and reforms have al- 
ways been instituted on the basis of the Scripture 
itself. This was conspicuously true in the Protes- 
tant Reformation, when the Bible translated in the 
vernacular of the nations became the strongest 
weapon for religious freedom and for that liberty 
of conscience so dear to Protestantism, and in the 
great revival of religion in the 16th century. 
The slogan ‘‘Seriptural holiness’’ and a ‘‘return 
to the Scriptures’’ as against the elaborate ritual- 
ism of the Church of England, made sure that 
movement which reéstablished the faith in experi- 
mental religion, then almost forgotten. 


THE PROJECT 


**To construct a Harmony of the gospels, using the 
text of the Scripture itself clipped from inexpensive 
editions of these writings.”’ 


Cheap editions of the gospels may be procured 
from the American Bible Society at the small 
price of a few cents a copy. These were used, 


A HARMONY OF THE GOSPELS 45 


each member of the class securing two copies of 
each gospel. Hach student was also equipped with 
a good pair of scissors and a jar of library paste. 

A word about the mechanical arrangement of 
the Harmony may be permissible. Regular loose- 
leaf note paper was used to carry the clippings 
which were pasted therein in parallel columns. As 
the book lay open, on the page to the left, was to be 
found the two columns for Matthew and Mark, 
while just across on the opposite page were the 
two columns for Luke and John. Then the usual 
method was adopted of placing opposite, in the 
parallel, those selections referring to the same 
incident. 

The Nature of the Harmony.—The word Har- 
mony is a little misleading in this connection. 
There is no attempt to harmonize statements in 
the gospels which may appear to be at variance 
with each other, but rather an effort to present a 
visual scheme of the gospel narratives in parallel. 
Conscientious students of the Bible no longer try 
to harmonize the gospels in the sense of patching 
up and filling in differences, with the thought that 
they thus contradict each other. The gospels are 
valued for their differences as well as for their 
similarities, and any scheme or mechanical ar- 
rangement which will present them in their like- 
ness and unlikeness will add greatly to a better 
understanding of these remarkable writings. This 
point has been clearly stated by Professors 
Stevens and Burton as follows: 


46 PROJECT METHOD IN RELIGIOUS EDUCATION 


‘Still it is not to be forgotten that thus far every 


effort to accentuate their disagreement has only strength- 


ened the impression of their concord as historical docu- 
ments. The most powerful of all arguments for the sub- 
stantial truthfulness of the witnessing evangelists is to 
be found in the self-consistency and verisimilitude of 
the history, when exhibited in a harmony constructed 
according to the principles indicated in this preface. 
If, after a century of modern criticism of the gospels, it 
is found that, despite all differences, the four mutually 
supplement and mutually interpret one another, so that 
from their complex combination there emerges one nar- 
rative, outlining a distinct historical figure, and pro- 
ducing upon the mind an irresistible impression of 
reality, it is difficult to imagine a more convincing at- 
testation of the records on which the Christian church 
bases its faith in the person and work of its Founder 
than is furnished by this very fact.’’ + 


Value of Four Columns.—The work as done by 
this group shows a slight departure from the 
regular method adopted in most Harmonies. The 
usual plan is to omit or discontinue the four 
columns whenever the incident in question is men- 
tioned by only one gospel writer. For instance, 
the early Judean ministry is given in detail only 
by John. The practice has been in such instances 
to extend the writing across the whole page at 
this point. This is done, of course, to economize 
space, and to prevent the glaring blanks, which 
would be inappropriate in a printed volume. 
However, this is not objectionable in a project of 


1 Stevens and Burton: A Harmony of the Gospels. Charles 


Scribner’s Sons. 


— 


A HARMONY OF THE GOSPELS 47 


thiskind. The blank spaces have a real pedagogic 
value in pointing out the differences in content of 
the writings. The additional number of pages 
necessary under this plan is not objectionable as 
would be the case where publishing costs are to 
be considered, ? 

An Outline Necessary.—The making of a Har- 
mony of the four gospels is too intricate a task 
for the average student, unless some kind of 
outline for his work is furnished. Such an under- 
taking requires painstaking care and a fund of 
information which is not possessed by an imma- 
ture‘student. It would therefore be unfair to ex- 
pect the average college freshman to enter upon 
an original work of this kind. He would soon lose 
himself in the intricacies of the task and would be 
overtaken with discouragement before his job was 
fairly begun. More will be learned by construct- 
ing a Harmony according to an outline already 
worked out, than by taking a vast amount of time 
required in a work of originality. 

There are other very practical reasons for 
furnishing an outline. Most Student’s Bibles carry 
in the appendix some outline of the Harmony of 
the Gospels, and in Bible dictionaries and en- 
cyclopedias are usually found similar material. 
With all this available, an original work would be 
well-nigh impossible. 

As it is not desirable in cases where a limited 
amount of time may be devoted to the work, the 
teacher in this instance provided the class with a 


48 PROJECT METHOD IN RELIGIOUS EDUCATION 


definite, clear-cut outline. The outline used by 
the majority of the class was from ‘‘A Harmony 
of the Gospels’’ by Stevens and Burton, a copy 
of which is appended to this chapter. Some other 
outlines were used by different members of the 
of the class, from various sources. 

it will be noted that the most satisfactory way 
to handle such a parallel study is to divide the 
general narrative into groups of incidents, and 
then place opposite to each other those passages 
which correspond to similar incidents. The prin- 
cipal divisions of the Harmony referred to above 
are as follows: 


‘Part 1.—TuHeE Tuirry YEARS OF PRIVATE Lire: From 
the Birth of Jesus until the Coming of John the Baptist. 

‘Part I1.—THeE OPpeninG Events or Curist’s Mris- 
TRY: H'rom the Coming of John the Baptist until the 
Public Appearance of Jesus in Jerusalem. 

‘*Part III.—TuHe Earty JUDEAN MINistRY: From the 
Public Appearance of Jesus in Jerusalem until His Re- 
turn to Galilee. 

‘“Part IV.—F inst Preriop oF THE GALILEAN MINISTRY: © 
From the Return to Galilee until the Choosing of the 
Twelve. 

‘*Part V.—SECOND PERIOD OF THE GALILEAN MINISTRY :» 
From the Withdrawal into Northern Galilee until the 
Final Departure for Jerusalem. 

‘*Part VI.—Tairp PERIOD OF THE GALILEAN MINISTRY: 
From the Withdrawal into Northern Galilee until the 
Final Departure for Jerusalem. | 

‘*Part VII.—TuHe Prerean Ministry: From the Final 
Departure from Galilee until the Final Arrival in Jeru- 
salem. “A 


A HARMONY OF THE GOSPELS 49 


‘*Part VIII.—Tue Passion WEEK: From the Final 
Arrival in Jerusalem until the Resurrection. 

‘Part [X.—Tue Forry Days: From the Resurrection 
to the Ascension.’’ 2 | 


The Bird’s-eye View.—It is always worth while 
for a class to get a general view of the task they 
are undertaking. Seeing the end before one he- 
gins always aids in continuity of thought and per- 
mits a firmer grasp upon the subject. Therefore, 
it seems advisable before beginning this project to 
acquaint the student with the outstanding facts in 
the gospel narratives in chronological order. To 
do this one will find it helpful to select one of the 
gospels, say Matthew, and run through it rather 
rapidly from beginning to end. There is value 
also in having the class present a brief outline of 
this gospel when the survey is completed. 

Value of Intensive Study in Connection with 
Project.—It must be borne in mind that the proj- 
ect method is not a panacea for all educational 
ils. The project must often. be supplemented with 
other materiai and with other methods. In this 
particular case, the teacher found it very helpful, 
in making an intensive study of the teachings of 
Jesus as recorded in one of the gospels; the one 
chosen in this instance was that of Matthew. To 
omit the spiritual significance of these writings 
would be unpardonable in any teacher of the Bible. 
Considerable time was spent on a discussion of 


2,Stevens and Burton: A Harmony of the Gospels. 


00 PROJECT METHOD IN RELIGIOUS EDUCATION 


the spiritual and ethical value of the Sermon on 
the Mount, of the parables, of the character of the 
disciples, the social and religious problems of the 
day, the political situation and the general his- 
torical background of the period. 

Results.—As the project progressed there were 
many signs of original work on the part of the 
class. Questions arose in their logical order, and 
difficulties were met in the manner in which they 
are encountered in real life. The following in- 


stance will illustrate the point: Oné morning 


some complaints were made that there was diffi- 
culty in adjusting John’s writing to the other | 
three. The cause of the trouble was that John 
was strikingly different from Matthew, Mark, and 
Luke. Some said they would have to leave long 
blank spaces in the columns of the first three 
writers in order to get in the singular statements 
of the author of the fourth gospel. One can 
imagine the interest of the teacher in a situation 
like this. The class had discovered the synoptic 
problem and had come upon it in their own way. 
There was great interest and a desire to know 
how the problem might be explained. 

The question seemed important enough to re- 
quire some extra time; so after consultation it 
was decided by the class that it would be worth 
while to turn aside from the project work for one 
recitation and investigate this so-called ‘synoptic 
problem. Library references were given and the 


THE PROJECT METHOD AND HISTORY ol 


class instructed to find what scholars had to say 
about these similarities and differences. The 
problem was of course too difficult and far-reach- 
ing to be handled in any adequate manner in so 
brief a time, but some interesting data were found 
and contact made with one of the most interesting 
investigations in New Testament literature. 
Another illustration will show the practical 
_ value of the project in this instance. In the be- 
ginning of the work the preface in Luke and 
prologue in John, constituted a problem in ar- 
rangement which brought forth interesting dis- 
cussion: This was the question: ‘‘Should the 
preface and the prologue be placed opposite each 
other, indicating their similarity of function, or 
should they occupy places, not in parallel, show- 
ing that their purpose was different in introduc- 
ing these accounts?’’ Some members of the class 
thought one way, some another. An investiga- 
tion of these opening verses was necessary, the 
result of which was a better acquaintance with 
the purpose of both John and Luke in introducing 
their narratives. Itis by this method of the proj- 
ect that the student approaches his problems in 
their natural setting and in the manner in which 
he meets them in life. The synoptic problem was 
discovered by Bible students in just the way that 
this class of freshmen made their discovery. The 
teacher had the year before introduced the syn- 
optic problem as it appeared in the textbook, but 


52 PROJECT METHOD IN RELIGIOUS EDUCATION 


it was received as an academic question and was 
treated with an indifference characteristic of much 
Bible study. 

Interest.—The degree of interest manifested by 
most of the students in the prosecution of this 
project is not to be overlooked. The idea that 
they were doing a complete piece of work was a 
constant incentive to their endeavors, and inter- 
est never lagged from beginning to end. Another 
element that added reality to their task was that 
they were to own their production and that it was 
to become a part of their library. The project 
was no laboratory experiment. which had only 
academic value, but was a real life problem. They 
were making a real book—a book that might be 


published. The thrill that comes to one when he _ 


has made something was theirs, and the impulse 
to produce a worthy product was in many in- 
stances as real as that enjoyed by a seasoned 
author who sets out to write a book. 

Mechanical Make-up.—Not least among the in- 
structions from the teacher were those concerning 
neatness and the value of an appropriate binding 
with the general bearing of a properly prepared 
manuscript. Each book was to be bound in brown 
heavy weight paper, with brass clasps. On the 
outside cover was neatly printed the title, and the 
author’s name. Appropriate acknowledgment 
was made to authors of outlines, or to other 
sources from which material was obtained. A 
brief outline, showing the main divisions of the 


THE PROJECT METHOD AND HISTORY 53 


Harmony was prefixed, that the reader might get 
at a glance the general scheme of the work. All 
of these details were stressed, and the pedagogic 
value of such requirements is well understood by 
the experienced teacher. 


PROJECT METHOD IN RELIGIOUS EDUCATION 


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60 PROJECT METHOD IN RELIGIOUS EDUCATION 


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62 


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64 PROJECT METHOD IN RELIGIOUS EDUCATION 


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CHAPTER V 
THE LIFE OF CHRIST 


An EpvoationaL Progect In THE Four GosPELs 


Historical Study of the Gospels.—There is a 
strong tendency in recent years to study the life 
of Jesus at its source; that is, the four gospel 
narratives. Such a tendency should be welcomed, 
since it acts as a check on that human predilection 
to eulogize and read into the Scriptures senti- 
ments whose origin is purely subjective. There 
is always the tendency to build around these 
simple narratives sermonic structures and theo- 
logical speculations which these simple accounts 
do not warrant. In other words, the purest Chris- 
tian conceptions will come, as they always come, 
from a careful historical study of these writings 
themselves. This is particularly applicable to the 
life and works of Jesus. The following statement 
by Professors Stevens and Burton is interesting 
in this connection: 


‘<The Life of Christ is now engaging the attention of 
Biblical scholars to a remarkable degree. In the decades 
that followed the publication of Strauss’s Life of Jesus 
in 1835, the literature of the subject was chiefly contro- 

65 


66 PROJECT METHOD IN RELIGIOUS EDUCATION 


versial. An apologetic motive was manifestly dominant 
in the powerful works of Neander, Ebrard, and Lange. 
‘At present it is the subject itself that commands atten- 
tion. There is a deepening conviction that in Biblical 
science, and indeed in Christian theology as a whole, the 
study of the Life of Christ should be made primary and 
central. Books upon the subject are increasing In num- 
ber. But it is to be remembered that the principal text- © 
book is the fourfold gospel. The study of the Life of 
Christ is primarily the historical study of the four gos- 
pels, which implies the tracing of the.events they narrate 
in their chronological sequence and in their organic con- 
nection.”’+ - ° aia 


Sources for the Life of Christ.—The student of 
the Life of Jesus will find very little historical 
material outside the New Testament writings, and 
the core of this material will come from the gos- 
pels. A statement from Dr. Wade Crawford 
Barclay on this subject is as follows: 


‘*We can not become acquainted with Jesus anywhere 
else than in the New Testament. It is our only source 
of detailed information concerning Him dating from 
anywhere near His own time. Of secular writers only 
Tacitus, Pliny, Suetonius, and Josephus make any men-* 
tion of Him, and none speak of Him at length. Of New 
Testament books the earlier epistles of Paul are nearest 
in point of time to His life. They give us, incidentally, 
considerable information concerning Him, such ag the 
record of His appearances after His resurrection, His 
Davidie descent, His poverty, and the meekness and 
gentleness of his nature. They contain also much of His 
teaching, but in a distinct Pauline form and phraseology. 


1 Stevens and Burton: A Harmony of the Gospels. Charles 
Seribner’s Sons. 


THE LIFE OF CHRIST 67 


It is evident, therefore, that the four Gospels must be the 
great principal source of our intimate knowledge of 
Jesus. It must be borne in mind that the Gospels are 
not biographies in the sense in which the word is com- 
monly used. The biographical purpose is combined with 
the pedagogical. The aim of the writers was to teach 
about Jesus—who He was, His mission and work—not 
merely to give us the facts concerning His life.’’ ? 

Purpose of the Project.—‘‘To lead the student into 
an understanding of the chief events in the life of Jesus 
by placing before him the problem of constructing a 
‘Life of Christ’ from the text of the four gospels.’’ 

The Plan.—The first thought in the mind of the 
teacher regarding this project was to have the 
student write a ‘‘Life of Christ,’’ thereby furnish- 
ing a setting and method of approach which would 
be in every sense normal and in keeping with 
everyday experience. There are many good text- 
books available on the Life of Christ, but the object 
of this project was to place the student in his own 
field of investigation so that he might have the 
point of view of the writer of books. And, further, 
that he might deal with the subject at first hand; 
that he might study the sources themselves, rather 
than the comments of others. This made his task, 
in part at least, an original one, and called 
forth a situation which required initiative and 
originality. 

Such a project requires that no incident in the 
Life of Jesus recorded by either of the four gospel 
writers be omitted, and that there be no duplica- 


2From the Worker and His Bible, by F. C. Eiselen and W. C. 
Barclay. Copyright, 1909. Used by permission of the Methodist 
Book Concern. 


68 PROJECT ,METHOD IN RELIGIOUS EDUCATION 


tion of any data that may be recorded by two or 
more of the narrators. Such an account will give 
all the facts without the repetition of any parallel 
incidents, and will furnish as complete account of 
the life and works of Jesus as can be found any- 
where. The advantage to the student of this close 
contact with the gospels is hardly to be over-. 
estimated. | 

Mechanical Arrangement.—As in the project 
dealing with the Harmony of the gospels, clip- 
pings from inexpensive editions of the gospels 
were used. As the various incidents and state- 
ments were clipped, they were pasted in chrono- 
logical order on loose-leaf note-paper. In the 
margin were written the topics and the sources 
from which the clipping was lifted. 

Jt was required that the book should be bound, 
in manuscript form, and the title neatly typed on 
the cover. <A table of contents showing in out- 
line the parts and chapters of the book was neces- 
sary. Proper acknowledgment of the source of 
the outline or other helps was appropriately made. 
All of these details, which may seem minor, gave a 
finish to the work which was of real pedagogic 
value. 

The Map.—As a supplement to the project a 
map of Palestine was required. For convenience © 
and accuracy, the regular outline map, commonly 
used in history courses, was adopted. This map 
carried practically all the towns mentioned in the 
gospels, gave the principal geographic divisions 


THE LIFE OF CHRIST 69 


of the country and marked rivers, lakes, and 
mountains of importance. When completed it 
was inserted in the manuscript and became a part 
of the product. 

Outline Necessary.—It is necessary to provide 
an outline for the Life of Christ before the proj- 
ect is undertaken. It is obvious that an imma- 
ture student would soon be lost in the maze of 
historical incidents and his task would be handi- 
capped in the beginning by its complexity. There 
are numerous outlines of the Life of Christ which 
may be used. Most ‘‘Student’s Bibles’’ provide 
outlines which would be suitable. Bible dic- 
tionaries and encyclopedias will also be found 
helpful. The one given below, which is rather 
brief, is taken from ‘‘The Life and Works of 
Jesus,’’ by William D. Murray. 


AN OUTLINE OF THE LIFE OF JESUS 


I. THE BEGINNING (thirty years) 
Birth 
Presentation and naming 
Wise men 
Flight into Egypt 
Return to Nazareth 
Childhood at Nazareth 
Visit to Jerusalem 
(Highteen silent years at Nazareth) 


IJ. THE PERIOD OF OBSCURITY 
A. Preparation 
(Two months, January, February, A.D. 27) 
Ministry of John 


70 PROJECT METHOD IN RELIGIOUS EDUCATION 


Baptism 
Temptation 
B. Judean Ministry (nine months, A.D. 27) 

First disciples 

First miracle at Cana 

First cleansing of the temple 

Talk with Nicodemus (eight months of silence) 

Talk with woman of Samaria. (Jesus leaves 
Judea) | 


III. PEriop or POPULARITY | 
(Twenty-two months. Autumn, A.D. 27, to Octo- 
ber, A.D. 29) | 
Galilean Ministry 
Calls four disciples 
A Sabbath day in Capernaum 
Retirement to a desert place 
Heals a leper 
Cures a paralytic 
Calls Matthew 
Blamed for not fasting 
Reproved for gathering corn on Sabbath 
He cures a man with a withered hand 
Crowds surround Him 
Selects the Twelve Apostles 
Heals centurion’s servant 
Sermon on the Mount 
Raises widow of Nain’s son 
Is anointed in Simon’s house 
Warns the Seribes and Pharisees 
Who His real relations are 
Teaches by parables 
Into the storm 
The insane man 
Raises the daughter of Jairus 
Rejected at Nazareth 
Sends out the Twelve 


THE LIFE OF CHRIST 71 


John’s murder 

Feeds more than 5,000 
Walks on the water — 
Eats with unwashed hands 
First journey of flight 
Through Decapolis 

Feeds four thousand 

In Dalmanutha 

Leaven of the Pharisees 
Cures a Blind man 

The Great Confession 

He foretells His death 
Transfiguration 

He cures the demoniac boy 
Foretells His death again 
Teaches disciples humility and tolerance 


TV. PERIOD OF OPPOSITION 
Perean Ministry (Six months, Autumn, A.D. 29— 
April, A.D. 30) 
Teaching about marriage and divorce 
Little children 
Rich young man 
The rich 
Self-sacrifice 
The journey to the feast of Dedication 
Visits Mary and Martha at Bethany 
Flight into Perea 
Parables 
Visits Bethany and raises Lazarus 
Flight to Ephraim 
Foretells His death again 
False ambition 
Heals Bartimaeus 
Anointed at Bethany 


V. THe Last WEEK 
Sunday, April 2, A Day of Triumph 


72 PROJECT METHOD IN RELIGIOUS EDUCATION 


He enters Jerusalem 

Back to Bethany at night _ 

Monday—A. Day of Authority 

He curses a fruitless fig-tree 

He cleanses the temple 

Back to Bethany at night 

Tuesday—A Day of Conflict 

The withered fig-tree 

His authority is challenged 

Parable of wicked husbandman 

Other parables 3 

Three catching questions 

His question 

Beware of the Scribes 

The widow’s mite 

Greeks seek Him 

Prediction of destruction of Jerusalem and end of 
world 

Wednesday—A Day of Retirement 

Thursday—The Last Day with His Disciples 

Preparation for Passover 

Institution of Lord’s Supper 

At the Mount of Olives 

Farewell 

Intercessory prayer 

Friday—A Day of Suffering 

In Gethsemane 

Taken prisoner 

The Jewish trial 

Peter’s denials 

The Roman trial 

Scorned and mocked 

Crucified 

Buried 

Saturday—The Day in the Tomb 

He rests in the grave 


THE LIFE OF CHRIST 73 


The Foriy Days—April 9-May 18 

Visit of Mary and others, who find He has risen 
Appears to Mary Magdalene 

Appears to the two on the way to Emmaus 
‘Appears to the eleven 

His last commands 

The Ascension 


CHAPTER VI 


THE HISTORICAL GEOGRAPHY OF 
PALESTINE 


Purpose of the Project—The purpose of this 
project is to lead the student into a better under- 
standing of the physical characteristics and his- 
torical background of the Holy Land. Such a 
study is fundamental in understanding, in the — 
fullest sense, the literature of the Bible. . 

The project is divided into two main parts: 
(1) First a series of introductory investigations 
into the social, economic and religious life of the 
Hebrew people with some topies dealing with pure 
geography, and a collection of maps which are 
made by the student as the course of study: 
progresses. (2) An imaginary trip is made by 
the class to the Holy Land, and a record kept of 
all places of interest. These data are collected 
from various sources and incorporated in a per- 
manent notebook which is finally to be bound and 
presented as a record of the completed project. 
Books for Reference: 

SHELTON: Dust and Ashes of Empires. 

Crossy: The Geography of Bible Lands. . 

Breutu: The Spell of the Holy Land. 

Barton: Archeology and the Bible. 

Leary: The Real Palestine of To-day. 

74 


HISTORICAL GEOGRAPHY OF PALESTINE 75 


GRANT: Peasant Life in the Holy Land. 

SmitH: Geography of the Holy Land. 

Miu: International Geography. 

FInutay: A Pilgrim in Palestine. 

HUNTINGTON: Palestine and Its Transformation. 

Tarr and McMurray: New Geography. 

Hastines: Dictionary of the Bible. 

ScHAarr-HeErzog: Encyclopedia of Religious Knowl- 
edge. 

(Any Good Encyclopedia or Bible Dictionary.) 

Dopvegrt: Advanced Geography. 

Niver: Advanced Geography. 

CARPENTER: Asia. 


Magazine Articles: 
From Jerusalem to Aleppo: National Geographic 
Magazine, Vol. 24, No. 1. 
The Last Blood Sacrifice of the Samaritans: National 
Geographic Magazine, Vol. 37, No. 1. 
The Progressive World Struggle of the Jews for Civil 
Equality, National Geographic Magazine, Vol. 36, 
No. 1. 
Village Life in the Holy Land: National Geographic 
Magazine, Vol. 25, No. 3. 
Cave Dwellers in Asia Minor: National Geographic 
Magazine, Vol. 36, No. 4. 
Asia, the American Magazine of the Orient, Vols. 18, 
19, 20.1 
1 The above magazine references are but a few of the many 
interesting articles appearing almost every week in many differ- 
ent types of magazines. They are too numerous to mention in 
this list of references. The student is referred to the Reader’s 
Guide to Periodical Literature for a mass of information which 
is readily obtainable in any library. A new interest seems to 
have sprung up in recent months in the study of ancient civiliza- 
tions. Many articles will be found on Palestine, containing in- 
formation which is not to be had in books. Two important factors 
in this revival of interest are: (1) The influence of Great Brit- 


ain in the Holy Land since the World War and (2) The discov- 
ery by Lord Carnavon of the tomb of Tut-ankh-amen. 


76 PROJECT METHOD IN RELIGIOUS EDUCATION 


The First Step.—In beginning the course it is 
usually advisable to have the class read one of the 
gospels, keeping in mind especially all geograph- 
ical references. The gospel of Mark will prob- 
ably best serve this purpose. While it is desirable 
that the student get in this reading a fresh grasp 
upon the narrative, the primary object is to be- 
come acquainted with the geographical locations 
referred to in the gospels. As the reading pro- 
gresses every citation is recorded in the notebook 
with some bit of history connected therewith. For 
example, Bethlehem (the birthplace of the Christ), 
or Cana (where the first miracle was performed), 
ete. 

In connection with the notebook record, all 
places are to be located on one of the outline maps. 
(See description of map studies below.) It is help- 
ful to have the map work grow along with the 
accumulation of data for the notebook. Hach day 
a number of new places, towns, rivers, mountains, 
lakes, etc., will be added to the map until it be- 
comes well-nigh complete in its adaptation to the 
gospel story. 


A SERIES OF MAPS 


One of the most helpful exercises for learning 
the relative positions of places, is in the construc- 
tion of maps. Making a series of seven or eight 
maps is a very essential part of the course. At 
just what point in the course these maps are to be 
made is a matter which should be left to the judg- 


HISTORICAL GEOGRAPHY OF PALESTINE t7 


ment of the teacher. It is probably best to dis- 
tribute their making as the investigation pro- 
gresses. The writer has found it best to use out- 
line maps with which most teachers are familiar. 
Their use tends both to accuracy and a saving of 
time which is very desirable. There is little of 
pedagogic value in compelling students to make, 
completely, their maps. Much time will be taken 
in calculating and in drawing, and the output in 
time is not justified by the results obtained. The 
outline map is a short cut to the desired end. 

A Map of the World.—Logically the first step 
in map making is to place Palestine in its world 
situation. This first map was entitled ‘‘ Palestine 
in its World Relation.’’ It consisted of the usual 
outline map of the world, in which the country 
under discussion was seé off with red ink or 
colored with crayon or water color. The map 
showed very little detail, but all lands of promi- 
nence were labeled. 

Map of Southwestern Asia.—This map will 
show more detail of Palestine and should be 
designated with color or conspicuous outline. It 
should also show more detail of the neighboring 
lands of Palestine and give a clearer idea of the 
boundaries of the Holy Land. 

Map of Palestine in New Testament Times.—It 
is this map which should carry most of the 
geographical detail of the country under consid- 
eration. Care should be taken to include all towns 
mentioned in the gospel narratives, and all moun- 


78 PROJECT METHOD IN RELIGIOUS EDUCATION 


tains, seas, rivers and places of importance. 
Students should have access to a reliable map of 
this period and check their own work against it 
closely. 

Topographical Map.—A topographical map of 
Palestine will be of invaluable assistance in a bet- 
ter understanding of the striking physical char- 
acteristics of this land. If possible, the class 
should make such a map of clay or papier-maché — 
There is no better way to teach that Judea is a 
land of hilltops, that the Dead Sea is more than ~ 
a thousand feet below the level of the Mediter- . 
ranean and that Galilee was, because of its natural 
advantages, the cosmopolitan center in Jesus’ — 
day, than by making such a map. If this is im- 
practicable, it will be well to have each student 
work out a physical sketch map, showing various 
elevations and depressions, these indicated by a 
scheme of eolors or shadings. It will be helpful 
if the teacher can secure a photo-relief map of 
Palestine which will perhaps serve as next-best to 
the regular clay map. 

Railway Map of Modern Palestine.—This map 
should include the countries contiguous to Pales- 
tine, and show the railroads on which tourists 
enter the Holy Land and the routes generally 
traveled. 

Map of Jerusalem.—Copies of this map will be 
available in encyclopedias, student’s Bibles and 
most other works on the Holy Land. Along with 
other detail, this map should show some of the 


4 


HISTORICAL GEOGRAPHY OF PALESTINE 79 


most famous ancient roads and the present wall 
around the city. 

Large Wall Map.—As the project progresses a 
large outiine wall map of Palestine should be kept 
constantly before the class. From day to day dif- 
ferent students can fill in the data and at the com- 
pletion of the course, this map should have upon 
it all geographical data referred to in the New 
Testament narratives. 

The Electric Map.—The electric map is simply 
a mechanical device for enlisting the student’s in- 
terest In map making. Its value in teaching boys 
and girls of Junior and Intermediate age is hardly 
to be questioned. For young people, its pedagog- 
ical value is doubtful. There is danger of taking 
an unwarranted amount of time in the making and 
operation of such a device. 

For those who feel that such a contrivance 
would be of value in their teaching, the following 
brief statement of its making and operation is 
given: A large outline map of Palestine is pasted 
upon a piece of fiber board or other stiff material. 
The towns, lakes, rivers, etce., are marked with a 

dot but not labeled. In other words it is a map 
that carries no names of places. Each place 
(town for instance) is designated by a brass screw 
which is driven through the map, and at the back 
where the screw emerges is attached a wire which 
is in turn connected with a small dry battery. A 
— list of towns, ete., is printed on the margin of the 
map and similarly wired up to the battery. The 


80 PROJECT METHOD IN RELIGIOUS EDUCATION 


device is so arranged that when a contact point is 
placed, upon Jerusalem, for instance, in the 
margin, and the pointer (which also carries a wire 
and contact point) is placed upon the spot indicat- 
ing Jerusalem, a small light (placed at the top of 
the map and wired in to the battery) flashes, show- 
ing that the experimenter has rightly pouleg out 
Jerusalem. 

TOPICS FOR INVESTIGATION 


The following topics are designed for thought 
questions and the student should be encouraged to 
receive them as such. They are but a few of the 
many inquiries which will arise in the course of 
the project. Itis very worth while to make a note 
of all such questions, especially those which arise 
in class, and if possible to investigate them and 
discuss them with the class. 

Try to avoid pure memory answers. Make it 
clear that these questions are not designed for 
categorical answers, and that unanimity of 
opinion is not the most desired end. 

Have each student write up the results of his 
investigation either in the form of a synopsis or 
outline. After hearing the class discussion, his 
notes are revised if necessary, and then tran- 
scribed in ink and made a part of the permanent 
notebook on which he is working. 


Introductory Topics: 


1. Why is so little known of the eeography of Bible 
lands? 


Or He CO 


HISTORICAL GEOGRAPHY OF PALESTINE 81 


. Of what value is this knowledge to a student of the 


Bible? 


. Look up the etymology of the word Palestine. 
. What area composed Canaan? 
. Why did the Jews think of their country as the 


‘‘Promised Land’’? (Read Numbers 34: 1-13.) 


. What is the significance of the term ‘‘Holy Land’’ 


to-day ? 


. What is the Zionist Movement? 


Physical Characteristics: 


yt 
2. 


Estimate in miles the length and breadth of Palestine. 
Imagine a map of your own state superimposed upon 
a map of Palestine, with the town in which you live 
resting on the city of Jerusalem. Then make some 
comparative distances: ‘‘Jericho is as far from 
Jerusalem as such and such a town is from my home 
town, ete.’’ 


. Which state of the United States would you compare 


with Palestine as to size? 


. About how long would it take one to walk from Jeru- 


salem to Capernaum? 


. Try to visualize the general appearance of the coun- 


try roads of Jesus’ day. 


. What kind of road is there to-day from Jerusalem to 


Jericho ? 


. What part of the American continent is in the same 


latitude with the Holy Land? 


. What part of the United States has a climate similar 


to the country we are studying? 


. Try to visualize the topography of Palestine as fol- 


lows: 

(a) The coastal plain: Esdraelon, Sharon and 
Philistia. 

(6b) The central mountain section: Galilee, Samaria 
and Judea. 


$2 


PROJECT METHOD IN RELIGIOUS EDUCATION 


(c) The Jordan valley: Sea of Galilee, the Jordan 
River and the Dead Sea. 

(d) The eastern mountain section: Houran, Gilead 
and Moab. 


. Write a brief descriptive account of the Sea of Gali- 


lee. 


. Write a brief descriptive account of the Jordan 


River. 


. Write a brief descriptive account of the Dead Sea. 
. Name and locate the chief ports of Palestine. 
. Why are there no good harbors along its coast? | 


General Economic Questions: 


Be 
2. 


3. 


te 


Do you think cotton could be grown in Palestine? 
What were the chief agricultural products in Jesus’ 
day? 

What plants are mentioned in the New Testament 
narratives ? 


. What kind of business was earried on in Palestine 


in New Testament times? 


5. Of what did wealth consist? 


fo) 


LL, 
12. 


. Was there any banking system comparable to that of 


modern times? Any stocks, bonds or financial 
paper ? 


. Was there a problem of water supply in Jerusalem? 
. What improvements did the British army make in 


this regard during the World War? 


. What has been done in the way of physical improve- 


ment by the British since the World War? 


. What do you consider the most essential line of de- 


velopment necessary to make Palestine similar to 
western countries ? 

What was the mode of transportation in Bible times? 
What system of taxation was used in Jesus’ day? 
Read Matthew 9. 





HISTORICAL GEOGRAPHY OF PALESTINE 83 


Galilee: 


1. 


2. 


Ov HB 


What natural conditions made Galilee a highway for 
the nations ? 

How can you account for the cosmopolitan popula- 
tion of Galilee? 


. Locate on your map the chief towns of Galilee. 
. What were the main industries in Galilee during the 


Roman period. 


. Most of Jesus’ disciples were Galileans; name those 


of the Twelve who came from this province. 


. Nazareth is the chief town of modern Galilee—Give 


a brief description of what a traveler might see on a 
visit there. 


. Just outside of Capernaum, on the mount (the 


‘‘Horns of Hattin’’), Jesus delivered the Sermon to 
the disciples and the multitude. Make a careful 
study of this sermon as recorded by Matthew, chap- 
ters 5, 6 and 7. 


Samaria: 


i, 


2. 


3. 


Locate Sychar on your map. Read John, chapter 4. 
This is one of the few spots which can be exactly 
located in connection with the life of Jesus. 

Give a brief description of the Samaritans as a 
people. Read the parable of the Good Samaritan. 
Why were the Samaritans despised by the Jews? 


Judea: 


re 


©) DO 


Study earefully the topography of Judea and com- 
pare with Galilee. Judea has been called a land of 
hilltops. 


. Sketch briefly an informal map of Jerusalem. 
. Look up the history connected with the present wall 


about the city. 


. Give a brief sketch of modern Jerusalem. 


84 PROJECT METHOD IN RELIGIOUS EDUCATION 


5. How do you account for the presence of so many 
Mohammedans in Jerusalem ? 

6. Which of the ‘‘holy places’’ in Jerusalem would you 
think most popular with Christian travelers? 

7. Find out what you can about the ‘‘ Wailing Place’’ 
of the Jews. 

8. In Bethlehem the Church of the Nativity would 
probably be the most interesting place—look this up. 

9. What do you know of Joppa, ‘‘the port of Jeru- 
salem’’? Read Acts 9 and 10. 

10. Describe the entry into Jerusalem of General 

Allenby of the British Army in 1917. .. 


THE IMAGINARY TRIP TO PALESTINE 


The working out of this part of the project may 
well be left to the judgment of the teacher. Its. 
educational value will depend upon the age of 
the student taking the course. This phase of the 
work would probably be too elementary in its 
nature to appeal to college students. Its use with 
high school pupils would be fully justified and 
probably very helpful. 

Getting Information—After consultation with 
the class it was decided we should secure what- 
ever information possible from travel agencies. 
A committee was appointed to look through cer- 
tain magazines in the library and find the ad- 
dresses of a number of agencies offering trips to 
the Orient, especially Palestine. Members of this 
committee were also instructed to write to these 
companies requesting information and literature 
concerning such tours. 


HISTORICAL GEOGRAPHY OF PALESTINE 85 


Mapping out the Tour.—The receipt of this in- 
formation added great interest and reality to the 
project. Itineraries were read to the class and 
considerable interesting discussion developed. 
The following paragraph from one of the pam- 
phlets (Bureau of University Travel, In.) was 
read: 


‘‘Returning from Upper Egypt, the party leaves by 
sleeping car train for Jerusalem, where it arrives about 
noon the next day.’ A thorough study of the famous city 
is followed by the usual excursions to Bethlehem, 
Jericho and the Dead Sea, after which we leave by auto- 
mobile for Nazareth, climbing the hill of Samaria on the 
way for its marvelous view from Ahab’s palace. The 
journey is then continued to Cana and Tiberias whence 
a surpassingly beautiful excursion is made on the Sea of 
Galilee to the site and ruins of ancient Capernaum.”’ ? 


The Itincrary.—Have the class map out a regu- 
lar itinerary which they will follow through this 
part of the course. It is advisable to announce 
ahead of time the places of interest that will be 
visited in each of the towns. Each student is to 
write up an account of these places of interest and 
as usual incorporate this matter in the permanent 
notebook which is the finished product of the 
course. 

The Completed Project.—<As in the other proj- 
ects described, the notebook neatly written and 
bound is the final step in the course. The maps 


2 Bureau of University Travel, Inc. 


86 PROJECT METHOD IN RELIGIOUS EDUCATION 


are usually placed together and ordinarily occupy 
the first few pages of the book. A preface or 
introductory note written by the student is of 
value. A table of contents is useful, and will add 
to the orderliness of arrangement. 


CHAPTER VII 


THE DRAMATIZATION OF BIBLE STORIES 
AS EDUCATIONAL PROJECTS 


‘“And sometimes for an hour or so 
I watch my leaden soldiers go, 
With different uniforms and drills, 
Among the bed-clothes through the hills, 


‘“ And sometimes sent my ships in fleets, 
All up and down among the sheets; 
Or brought my trees and houses out 
And planted cities all about.’’ 
—Robert Louis Stevenson. 


The child’s mind is truly a Fairyland. He lives 
in the realm of fancy, and all the prosaic acts of 
adult life he turns into fanciful imaginings and 
lives in his world of make-believe. One needs but 
to observe the play of children to see how com- 
pletely they dramatize the most ordinary happen- 
ings of everyday experience. Not long ago the 
writer overheard the plans for a complete drama 
outlined by four children who were playing to- 
gether. One of them had been a patient in a hos- 
pital and accurate plans were laid for an opera- 
tion on the doll, the prized possession of one of 
the little girls. The doctor was hurriedly called 

87 


88 PROJECT METHOD IN RELIGIOUS EDUCATION 


over an imaginary telephone and told that the 
little girl was very sick. Then, in rushed the 
young doctor, and after a hurried diagnosis which 
was not satisfactory to the would-be mother, be- 
cause as she said, it ‘‘wasn’t acted right,’’ the 
doll was carried into an adjoining room which 
served as a hospital. There the anaesthetic was 
administered and all the motions of an operation 
completed. | " 

These children on another occasion were play- 
ing and looking around through the house in 
search of anything that would be of interest. Sud- 
denly they came upon their mother’s ‘‘switch’’ 
lying on the dresser. Instantly the little boy ex- 
claimed, ‘‘Look, Indians have been about here, 
see, they have killed somebody and here is the 
scalp!’’? And around this bit of hair was woven 
the most thrilling Indian story that a child’s mind. 
could conjure. 

In speaking of the imaginative nature of the 
child, Robert Louis Stevenson says: 


‘“When my cousin and I took our porridge of a morn- 
ing, we had a device to enliven the course of the meal. 
He ate his with sugar, and explained it to be a country 
continually buried under snow. I took mine with milk, . 
and explained it to be a country suffering gradual inun- 
dation. You can imagine us exchanging bulletins; how 
here an island was still unsubmerged, here'a valley not 
yet covered with snow; what inventions were made; how 
his population lived in cabins on perehes and traveled 
on stilts, and how mine was always in boats; how the 
interest grew furious, as the last corner of safe ground 


DRAMATIZATION OF BIBLE STORIES 89 


was cut off on all sides and grew smaller every moment; 
and how, in fine, the food was of altogether secondary 
importance, and might even have been nauseous, so long 
as we seasoned it with these dreams.’’ 


In another place he says: 


*“We need pickles nowadays to make Wednesday’s 
cold mutton. please our Friday appetite; but I can re- 
member the time when to call it red venison, and tell 
- myself a hunter’s story, would have made it more 
palatable than the best of sauces. To a grown person 
cold mutton is cold. mutton all the world over; not all the 
mythology ever invented by man will make it better or 
worse to him; the broad fact, the clamant world, of the 
mutton carries away before it such seductive figments. 
But for the child it still is possible to weave an enchant- 
ment from eatables; and, if he has but read of a dish in 
a story-book, it will be heavenly manna to him for a 
week. ’’ 


Making Use of the Imagination.— By dramatic 
representation this instinct may be utilized for 
moral and educative purposes. Nothing enables 
a child to understand a moral situation so clearly 
as the process of acting out his feelings. 

Developing Desirable Feelings and Attitudes.— 
The Drama, in elementary form, may be very help- 
ful in inculeating proper feelings and attitudes in 
children. Its use in connection with Bible stories 
is interestingly referred to by Barclay in the fol- 
lowing words: 

‘Simple dramatization is one of the most effective 


means of making real the feelings and attitudes that it 
is desired to inculcate in teaching many Bible lessons. 


90 PROJECT METHOD IN RELIGIOUS EDUCATION 


In taking the part of a Bible character the pupil tends 
actually to become that character, to relieve his experi- 
ence, feel as he felt, be moved by the motives by which 
he was moved, and attain the goal that he sought to 
attain. How real and meaningful a Bible story may 
become when dramatized is shown by. the case of a 
junior boy who took the part of the Good Samaritan. 
When he came to the point of binding up the wounds 
of the man who had fallen among thieves, he entered so 
completely into the experience, that in the words of the 
teacher who tells of the incident, he fairly shouted: ‘Oh, 
where are some bandages to put on the man?’ and before 
the teacher realized what he was doing, he had torn the 
sleeve from his shirt and was energetically bandaging the 
wounded man. The mother of the boy was right in her 
estimate of the incident. When the perturbed teacher 
told her what had happened, she said: ‘Never mind 
about the shirt; I would be willing to buy a new one 
every week if necessary, for I know that the lesson of 
the Good Samaritan will stay with Robert forever.’ ’’* 


An Outlet for Motor Activity—Someone has 
said that a boy is a steam engine in breeches. 
Certainly activity is one of the most conspicuous 
characteristics of children, and its absence is a 
sure indication of abnormality. It is utter fool- 
ishness to demand that a child be still. Every 
nerve cell calls for action, and the whole mechan- 
ism is organized for action. It appears that the 
chief business of the child’s organism is to trans- 
late sensation into motor activity. Every impulse 
entering the central nervous system seeks im- 


1 Barclay, W. C., Principles of Religious Teaching (Lamar 
& Barton), p. 109. 


DRAMATIZATION OF BIBLE STORIES 91 


mediate expression in some form of muscular 
movement. This tendency furnishes to the teacher 
of religion a great lever by which the child may 
be lifted into experiences which he otherwise 
might never acquire. Teachers of children have 
come to realize the value of this instinct in reg- 
istering in the child’s mind desired moral and 
ethical situations. One teacher who has had 
marked success in teaching Bible stories through 
dramatization says: 


‘‘But there are times when the whole body craves 
exercise. The pent-up God-given energy of the growing 
child needs an outlet. Action is absolutely necessary to 
development and to repress it is opposing God’s law. 
We must guide, not repress, that energy. 

‘‘How delighted, then, was my little primary class 
one morning when I said, ‘Let’s play the lesson.’ There 
were a number of characters in the lesson that morning 
—King Ahasuerus, Mordecai, Esther, Haman and 
Hatach (Lesson 51, Third Year Primary). No wonder 
as I told the story they had been confused, and their 
eyes and minds wandered. ‘Now,’ I said, ‘who shall be 
Queen?’ And sweet little Daisy Taylor was chosen. 
“And who shall be King?’ There was a moment of hesi- 
tation while two boys sat a litle straighter, glanced 
about significantly and waited. Sometimes Raymond 
Howell was considered the leader of the class and some- 
times James Boswell, so great was the courage of each 
in daring to display his energy. But was not James 
the greater of the two this morning? Had he not turned 
the most wonderful of somersaults during the march. 
So he was chosen. He at once acquired an unusual 
amount of dignity and was all attention. The willing- 
ness with which Raymond accepted the character of 


92 PROJECT METHOD IN RELIGIOUS EDUCATION 


Haman was evidence that he had heard nothing at all 
of the story. Mordecai and Hatach were decided upon, 
and of the remaining three one was the King’s attendant 
and the others were sorrowing Jews. As the story was 
repeated they acted it out in pantomime. Not much 
moving about was possible, and only the quiet gestures, 
for we were in a room with many other classes. As the 
pianist gave the chord for attention to the closing exer- 
cises, the little King made a most humble request. Did 
we not have a half hour between Sunday School and 
Church service? Couldn’t we go out on the lawn at the 
side of the church and play the lesson again? And play 
it again we did! They will long remember the courage 
of the brave young Queen who chose the right.’’ ? 


Organizes the Child’s Thinking.—The dramatic 
instinct may be utilized to great advantage in giv-— 
ing unity and organization to the child’s thinking. 
Too frequently much of our teaching is vague and 
lacking in point. There is much knowledge that 
is of little real value; that is, it does not meet life- 
situations. Teachers are generally agreed that 
much valuable time is lost in the schoolroom be- 
cause facts are not properly grouped and organ- 
ized. Simple dramatic representation will do 
much toward correcting this error, and will have 
a tendency to group knowledge into wholes which 
will be useful in meeting everyday situations. 

Learn by Doing.—‘‘Learning by doing’”’ is a 
maxim in pedagogy which is universally accepted. 
With children, it would be almost true to say that 


2 Spencer, E. E. C., The Good Samaritan (Geo. H. Doran Co.), 
pp. vi and vii of preface. 


DRAMATIZATION OF BIBLE STORIES 93 


they learn only the things they do. Certainly it 
is true that children learn more easily those things 
to which they react. Some wise teacher has said 
that children learn their reactions. It is a strange 
law of mental life that gives to the intellect only 
those things which are associated with motor ac- 
tivity, as though its validity were dependent upon 
the stamp of the physical organism. 

In the discussion of methods of teaching kinder- 
garten and primary pupils, Lobingier says: 


‘<Self-expression is an essential element in the learn- 
ing process. It is an important method of instruction. 
The extreme activity of pupils of these ages, as well as 
the quality of imitation so noticeable during these years, 
unite to make the simple acting out of a story an appro- 
priate form of expression. With children of these de- 
partments, dramatization must be very simple and thor- 
oughly spontaneous. Plays with lines to be learned, 
and parts to be taken, have no place here whatever. The 
simple playing of the story in their own natural way, 
however, has in it real educational value for kinder- 
garten children, and even more value for children of 
the primary age.’’® 


Additional testimony to the value of the dra- 
matic instinct in the educative process is given by 
Kirkpatrick as follows: 


‘Dramatic imitation greatly increases the possibilities 
of varied development, for much of what the child ob- 
serves or hears involves actions or objects unattainable 


8 Lobingier, J. L., World-Friendship in the Church School (Uni- 
versity of Chicago Press), 45. 


94 PROJECT METHOD IN RELIGIOUS EDUCATION 


to him. There is nothing, however, from the noises and 
movements of a locomotive to the silent art of Jack 
Frost, or from making a pie to constructing a church, 
from burglary to a fashionable tea party, that the child 
cannot imitate by the use of make-believe objects and 
symbolic movements. The essentials of every process 
and action in the heavens above and the earth beneath, 
of which the child sees or hears, are made familiar to 
him in his dramatic imitations. He learns something of 
every custom of society, and every trade and profession, 
by the short-cut application of that most important of 
all pedagogical laws, ‘learning to do by doing,’ which 
is also the only sure way of learning to understand. 
‘<“What a change would result if this dramatic power 
and tendency to imitation could be more frequently, 
sensibly, and effectually utilized in the kindergarten and 
school. In its very nature, dramatic imitation is spon- 
taneous and original; hence any attempt at systematic — 
control of it must, in the nature of the case, almost 
inevitably prove artificial and ineffective. The wise 
teacher merely stirs the imagination, supplies the mate- 
rial for dramatic representation, and gives occasional 
suggestions as they are needed. For example, some sixth- 
gerade children, who were taught geography in such a 
way that with very little help and suggestion they 
eagerly presented in character the different races, in 
costumes which they had made, gained more of real de- 
velopment than in a term of formal memorizing.’’ * 


Acting out the Lesson.—In recent years primary 
teachers have been making much use of story- 
playing or acting out stories that have been told 
to children. Considerable progress has been made 


4 Kirkpatrick, E. A., Fundamentals of Child Study (Macmil- 
lan), pp. 166-167. 





DRAMATIZATION OF BIBLE STORIES 95 


in this field in relation to Bible stories. The idea 
was first used in connection with public school 
work. Teachers found it helpful to have the chil- 
dren act out the history lesson; for instance, one 
teacher went to the extent of presenting the battle 
of Gettysburg in his schoolroom, with rows of 
furniture representing the two great ridges and 
pupils occupying the various military positions in 
the battle. Commands were given, orders exe- 
cuted and the general scheme of the battle acted 
out by the class. 

This method is not considered at all new in 
teaching literature. In many schools the teaching 
of English is made more attractive by dramatic 
reproduction of the story, the drama or poem. 
Even much more interesting is the study of per- 
centage, interest, discount and the like when the 
class sets up a bank, lends money, discounts notes, 
cashes checks and carries on, in miniature, its busi- 
ness parallel to that in the big outside world. 
With such simple dramatization, these dry and 
uninteresting subjects take on new life, and chil- 
dren find keen delight in their study because their 
classroom work is brought close to real life. 

A Secret Discovered.—In the last decade some 
wise teachers of children in the Sunday Schools 
found that they were not making proper contact 
with their pupils. They taught the Bible lesson 
material faithfully, and often the children bent 
every effort to please the teacher by giving good 
attention and deporting themselves properly. But 


96 PROJECT METHOD IN RELIGIOUS EDUCATION 


there was something lacking. The desired moral 
and ethical situations were not grasped; they 
could not be understood. Memory work was re- 
sorted to, but its real value in molding the young 
life was superficial. The Golden Text was always 
to be memorized, and often a rich reward offered 


to those who could repeat it from Sunday to Sun- 


day with never amiss. Certain prizes were given 
when the Ten Commandments were mastered in 
memory, and for the ability to reproduce by rote 
long passages of Scripture, the recompense was 
even more promising. But with all this detail of 
teaching, the results were not satisfactory. It was 
a happy discovery in child nature when some 
teachers found that the play instinct and the - 
dramatic instinct in children could be utilized for 
educational purposes. To their astonishment 
they found that from a Bible story, the average 
primary class could construct a series of pictures 
or scenes, and that they could appoint themselves 
to the various places in the cast and act out the 
story in a way that gave them an understanding 
and an intimacy with the facts which they could ob- 
tain in no other way. For the time being they lived 


the lives of heroes, of sick men, of poor menandall. — 


No Need for Written Plays,—For a long time 
many teachers thought it necessary to have the 
plays already written for children so that parts 
could be readily learned and an accurate presen- 
tation made. It is generally agreed now that for 
small children, at least, it is better to allow them 





DRAMATIZATION OF BIBLE STORIES 97 


to make their own stories. This of course is done 
under the careful supervision and help of the 
teacher. It is not the acting that is important, but 
the registering in the young actor’s mind the right 
attitudes and emotions by means of his acting. 
Neither is a finished product from the standpoint 
of technique desired. The dramatization is a 
means to an end. The young actor loses himself 
in the character he represents, and must be pro- 
tected from the impression that he is playing for 
an audience. Visitors hinder rather than help. 
Informal work is always preferable. It is a situa- , 
tion in which the play is not the thing. 

It is important to understand that the success 
of a self-made dramatization is not to be measured 
by the finish of its presentation, or the skill of the 
young actor. These little plays will often be crude, 
and apparently in a jumble, lacking in climax and 
logical order, but their value must not be esti- 
mated on the basis of such standards. The teacher 
is interested in directing the thinking and emo- 
tions, and developing desirable attitudes and sen- 
timents which are to go into the building of char- 
acter. The thought must be kept constantly in 
mind that in this kind of work, dramatic technique 
is entirely secondary, and that the drama is a 
means to an end. With this conviction firmly 
fixed, the teacher will avoid the mistake of drift- 
ing off into phases of the work which have little 
or no religious value, and will also stay clear of 
criticisms from those who are always eager to 


98 PROJECT METHOD IN RELIGIOUS EDUCATION 


show that the teacher has wandered off into non- 
essential and non-religious subject-matter. 
- The Method of Dramatization.—There can be 
no fixed rule by which children are taught to 
dramatize Bible stories. Usually it is well for the 
teacher to condense the story, if it be a long one, 
and relate it, being careful to lay special stress 
upon important parts. Such stories as Joseph, © 
of the baby, Moses and of Esther are rather com- 
plicated for the average primary child, and would — 
be better abbreviated and clearly explained before 
any attempt at dramatization is made. Where the | 
incident is briefly related, such as the parable of 
the good Samaritan, it is probably better to read 
directly from the Bible, permitting the children 
to gather their own ideas of its content. It is 
surprising how comprehensive is the average 
child’s grasp of the essentials in Bible narratives. 
They rarely ever get hold of the theological as- . 
pects of a situation, but what is perhaps better, 
they see the life situations, and have a surprising 
insight into moral and ethical problems. The 
writer has been impressed with the accuracy with 
which a little boy recently interpreted the almost 
hidden meaning in the story of David and Goliath. 
No paraphrasing was necessary to make clear the | 
point that David’s success lay in the fact that 
Jehovah was with him. 

After the story is given, the next step is to 
divide it into scenes. Full discussion among the 
children is very essential. The moment a teacher 


DRAMATIZATION OF BIBLE STORIES 99 


injects her personality or position as teacher into 
the discussion in an autocratic manner, the very 
heart of the project is taken out. The very nature 
of the work demands utmost care on the part of 
the teacher, lest the natural impulses of the chil- 
dren are blocked and their work becomes artificial 
and stilted. 

After the scenes are tentatively decided upon, 
it is well to ask the class to select actors for a re- 
hearsal of the scene. In some cases it is prefer- 
able to call for volunteers who will do the playing. 
This has the advantage of getting those who are 
for the time being most interested and perhaps 
most capable of presenting the work well. Much 
repetition will be necessary, if the essential points 
of the narrative are to be brought out. In most 
eases, it will be found that many incidents can 
better be omitted because of repetition or lack of 
importance in the play. Therefore one important 
task will be condensing material, and omitting 
non-essential parts. 

It is ‘well for the children to learn to take differ- 
ent parts in the drama. In fact one is surprised 
to find how versatile these little folk are in play- 
ing many parts. There will be wndersiudies for 
all parts, because everybody can play any part. 

After the scenes are agreed upon, and lines 
pretty well fixed in the children’s minds, it is well 
to write out in permanent form their parts, so 
they may maintain a certain standard of accuracy 
in their presentation. It is perhaps well to have 


100 PROJECT METHOD IN RELIGIOUS EDUCATION 


them use in their roles the language of the Bible, 
preferably the King James Version. This will 
add dignity to their performance, and develop a 
taste for good English which is not to be over- 
estimated. 

Costuming.—Costuming is a secondary matter 
in Bible dramatization as given above. All that is 
necessary is the barest hint as native costumes. 
Usually colored cheese-cloth is used to advantage 
in depicting Bible characters, and with a little 
silver paper, some card-board and:a few other 
simple properties one’s workshop is complete for 
all necessary articles. The children usually find 
much pleasure in improvising their own proper- 
ties, and all that these devices lack in accuracy 
will be more than made up for in the imagination 
of the child. 

Another Type of Dramatic Project.—For those 
of adolescent years and beyond, it is usually pref- 
erable to have plays that are written, wherein 
parts are assigned and memorized by the differ-. 
ent characters. This type of project is becoming 
more popular in young people’s religious societies 
and various organizations for youth. Teachers of 
religion have found that often when there was — 
difficulty in soliciting the interest of young people 
in matters of religion,. the task was much easier 
when the message was put into some form of © 
drama. Missionary Boards have sensed the im- 
portance of this device and as a ‘result we find 
the religious press is turning out numbers of — 


DRAMATIZATION OF BIBLE STORIES 101 


missionary plays and pageants suitable for use 
in all departments of church activity. 

There are to be found all types from the simpler 
ones designed for children, to the most elaborate 
missionary exhibition of all, the Wayfarer. This 
magnificent pageant was first produced at Colum- 
bus, Ohio, in 1918, in commemoration of a hun- 
dred years of missionary activity in the Methodist 
Churches of America. 


CHAPTER VIII 


COSTUMING FOR MORE ELABORATE 
DRAMATIC PROJECTS 


Costuming for Written Dramas.—In dramatic | 
work of this type, where the lines are learned 
from completed dramas or pageants, it is often 
desirable to make costuming more elaborate. This | 
is particularly true in pageantry, where the scenic. 
element plays an important part. Historical in- 
cidents and settings are frequently improved by 
the use of appropriate costumes, and much of | 
educational value derived from their proper use. 
For those interested in this phase of the subject 
the following suggestions on costumes for Biblical 
characters are given." ) 

suggestions for Old Testament Characters.— 
The question of costuming Old Testament char- 
acters with accuracy is a more difficult matter 
than appears on first consideration. ‘To begin 
with, there is some doubt in regard to the exact 


knowledge of just how the ancient Hebrews ~ 


dressed. The problem is somewhat simplified in 
the characterization of dress in the latter periods 


of Israel’s history. Of course, there are certain — 


1 Crum, Mason, A Guide to Religious Pageantry. (Macmillan), 
1923. 
102 





COSTUMING FOR DRAMATIC PROJECTS 103 


stereotyped forms of Hebrew costume, but these 
forms have been largely set by the particular 
conceptions of artists who have, since the begin- 
ning, spread much paint in their endeavors to 
portray the great men and women of Israel. Art, 
then, has played a most important role in fixing 
in our minds these conventional modes in which 
we think of the peoples of antiquity. One would 
be dogmatic, indeed, who attempted to speak with 
authority on the subject of just how Moses looked, 
yet written into the conception of Moses held by 
the civilized world is the imagination of Michael 
Angelo as expressed in the famous statue in Rome. 
Raphael has likewise set his stamp upon certain 
religious figures. Artists have fixed in the popu- 
lar mind these conceptions of how the ancients 
looked, and for practical purposes it is best to 
receive them as authoritative and use them in 
dramatic presentation. 

After all, the chief motive in religious pagean- 
try is not that of accuracy in detail of dress, or 
even of dramatic technique in its highest sense, 
but the presentation of the spiritual. The director 
of a religious pageant is more concerned with the 
message than with the setting, as important a fac- 
tor as is the latter. The art of pageantry in re- 
ligious education is a means to an end, though 
artists are not friendly to this position, maintain- 
ing that when art exists for anything other than 
itself it falls short of its highest attainments. The 
teacher of religion, however, must agree to differ 


104 PROJECT METHOD IN RELIGIOUS EDUCATION 


and utilize every means posssible to develop in 
the race the sense of the spiritual and the divine. 

The Early Hebrew Costumes.—F'or purposes of 
general religious pageantry it is satisfactory to 
assume that the early Hebrews dressed after a 
fashion similar to the modern Arab. ‘These cos- 
tumes are familiar to all, and illustrations in color 
may be found in dictionaries, encyclopedias, 
magazines—such as the Geographic Magazine, 
Dictionaries of the Bible and other books of a gen- 
eral nature. Elizabeth HK. Miller, in her admirable 
little book, ‘‘ The Dramatization of Bible Stories,’’ 
makes the following observation regarding 
Hebrew costumes: 


‘*It is fairly certain that among the earliest tribes a 
simple slip or short tunic, with close-fitting sleeves was 
worn. Later a big loose mantle was usually thrown over 
this slip. The little undergarment was white, woven 
from wool, or sometimes made of skins; the outer 
garment was frequently striped, a bright color with 
white. Among the old patriarchs the outside cloak 
reached to the ground. It was often in the shape of a 
blanket, and was draped by throwing one end over the 
left shoulder, then passing it across the front of the body 
and under the right arm, then across the back, and to 
the left shoulder again. , 

‘* At a still later period there was the long gown, which 
reached to the ankles and was belted in at the waist by 
a girdle. This was sometimes covered by an outside robe 
shaped like a cape. Frequently these garments were 
brought up over the head in order..to protect their 
wearers from the sun. 

‘‘As a rule the servants and lower class of people 


COSTUMING FOR DRAMATIC PROJECTS 105 


wore only the one garment—a short tunic, with or with- 
out a girdle. The richer men wore the outside cloaks. 
Kings and nobles had many kinds of cloaks which were 
very elaborately decorated. They had silk girdles, while 
the poorer men wore leather girdles.’’ ? 


Other helpful suggestions as to costuming may 
be found along with the text in most published 
booklets. These suggestions coming from the 
author of the pageant are always useful because 
of their specific nature. <A brief quotation from 
one of these may be helpful in a general way. 
Marie EK. J. Hobart is the author of a very artistic 
mystery play ‘‘Rebekah,’’ in which the following 
helpful suggestion is made: 


. tunics with flowing sleeves, made of un- 
bleached muslin, were used as the foundation of both 
men’s and women’s costumes. The women wore long 
veils draped across the shoulders, and wide sashes. The 
men wore short veils, fastened Bedouin fashion with 
circlets of bright colored worsted, and mantles and wide 
sashes. Some of the women wore bright colored skirts 
and short coats, and some of the men wore longer coats 
over their tunics. It is important to use as much color, 
and as vivid and startling contrasts as possible. Cheese- 
cloth, dyed, is useful in gaining the right effects. Re- 
bekah wore a bright skirt and coat of Oriental pattern 
in Scene I; and in Scenes II and III a much handsomer 
white embroidered woolen skirt and coat. In both cos- 
tumes, of course, she wore a broad sash and veil. Her 
bridal veil, which is put on over her ordinary veil, should 
be large enough to cover her completely when thrown 
over her head.”’ 


2 Miller, Elizabeth E.: The Dramatization of Bible Stories. 


106 PROJECT METHOD IN RELIGIOUS EDUCATION 


Pictures and Their Value.—Pictures are very 
valuable in giving ideas of costuming. -Perhaps 
the most helpful would be Tissot’s pictures, which 
are obtainable from almost any Church publishing 
house. Most of these are in color and will be 
found very useful. Other concerns make repro- 
ductions from great paintings, and these bin also 
be found indispensable. 


SUGGESTIONS FOR NEW TESTAMENT CHARACTERS * 


General Suggestions.—‘‘There should be one — 
supervisor of costumes, with assistants, each of 
whom will be responsible for having a certain 
group of performers costumed at the appointed. 
time. The costumes should be labeled, each with 
the name of the performer who is to wear it, and 
should be stored in a definite place when not in 
use, so that there may be no confusion or loss. 
Let the costumes be prepared as soon as the re- 
hearsing begins. It is as easy to prepare them 
early as late; and the performers will enter more 
truly into the spirit of the work from the time they 
assume their strange garb. It will be best to have 
all of the costumes planned, and most of them 
made, by a committee or ladies’ society, instead 


3 These suggestions are taken from the little booklet of in- 
structions accompanying ‘‘When the Star Shone,’’ by Lyman 
R. Bayard, and are reprinted with his permission. (Copyright, 
1921, by Lyman R. Bayard.) While they were written specially 
for this one pageant they have a general value applicable to most 
New Testament productions. 


COSTUMING FOR DRAMATIC PROJECTS 107 


of leaving them to individual initiative. This is 
particularly true of children’s costumes. If the 
participants are told that their Oriental array will 
be furnished them, they will be much more likely 
to take part; and this plan will also avoid the 
failure of any at the last moment to have their 
costumes ready. It will also add to the beauty 
and good taste of the stage picture, and will prove 
more economical. Some mothers cannot plan, 
some cannot make, and others cannot afford cos- 
tumes for their children. Linings of bright colors, 
cambric, cheese-cloth and remnants can be secured 
cheaply and made up by the ladies. Certain kinds 
of shawls—Paisley, for instance, turned wrong 
side out, produce beautiful Oriental effects. A 
few packages of dye will work marvels with old 
sheets, which color and drape beautifully, and with 
other fabrics. If to each shade of dye used, there 
is added a very small portion of each of the other 
tints, the resulting colors will be very harmonious 
in tone. Merchants will often lend curtains or 
fabrics used for window-trimming. Sometimes 
fraternal orders will lend costumes which can be 
used for the richer garments. Be sure that 
nothing grotesque is permitted to be worn, as the 
atmosphere of reverence must be preserved 
throughout. 


Girls and Women.—‘‘The usual dress for girls and 
women is a loose robe having long pointed sleeves and 
reaching to the floor. It often has a fancy colored yoke, 


108 PROJECT METHOD IN RELIGIOUS EDUCATION 


shaped very like a child’s oblong bib, embroidered or 
otherwise decorated. The robe is confined at the waist 
by a sash of bright contrasting color. Improvised cos- 
tumes may be made out of shawls, draperies and cur- 
tains, somewhat after the manner of a man’s coat de- 
scribed below, except that for a woman this kind of 
costume should be sewed up in the front. 

‘‘The women usually wear head searfs from a yard 
and a half to two yards long, either square or somewhat 
narrower. These are commonly draped as fancy dictates 
over a red cap which may be made by covering a crown ~ 
of pasteboard with cloth or paper. The front of the cap 
is decorated with rows of gold coins. From the sides is 
suspended a chain which hangs loosely under the chin. 
Attached to this are coins about the size of a quarter- 
dollar. Imitation coins can be made by covering card- 
boards dises with gold or silver paper. Heavy, showy 
necklaces and other pieces of jewelry are truly Oriental. 

‘‘Oftentimes a wide mantle is draped over the head 
and shoulders and covers the entire person. Some kind 
of kimonos, not too Japanese in character, make good 
tunies for girls and women.’’ 

Boys and Men.—‘‘The boys and men wear tunics of 
white or bright solid colors or stripes, much like the 
dress of the women, though the sleeves are more often 
long and broad than pointed. The tunic is worn open 
in a V at the neck, and is belted in at the waist. 
Corduroy bath robes make excellent tunics and so do 
draped sheets. Over the tunic is worn a sleeveless coat 
of bright material, open all the way down the front, and 
often reaching to the floor. The coat does not come to- 
gether, even at the neck. It is perfectly straight on the 
shoulders and at the sides. There is an armhole open- 
ing of about eight inches for the sleeve of the tunic to 
pass through. 

‘*A very satisfactory coat can be improvised from any 


COSTUMING FOR DRAMATIC PROJECTS 109 


appropriately colored drapery of sufficient width to make 
the length of the coat. Place the center of one edge at 
the back of the neck of the person to be costumed, and 
bring the ends under the arms and fasten up close to 
the neck on the shoulders. Sew the edges together, leav- 
ing room for the arms to come through. This garment 
should be fastened under the arms at the waist with a 
large safety-pin, so that the coat will fall apart grace- 
fully all the way down the front. 

‘*A flat-topped or high rounded skull-eap of red or 
other bright color is often worn. <A wide strip of cloth 
of contrasting color is twisted and bound round the eap. 
Or, a scarf, square or obling, may be draped over the 
head so that it falls over the shoulders, and is fastened 
in place by means of a cord or twisted piece of cloth. 

Footwear.—‘‘No one in the pageant should wear 
shoes of the modern American kind. White or light 
brown stockings should be worn, with or without sandals 
or low-heeled slippers. Where the climate permits, the 
boys may be barefooted. 

Roman Soldiers.—‘‘The Roman soldiers should wear 
red military cloaks. Imitations of leather garments fit- 
ting the body closely, with leather strips hanging down 
all around, may be made out of brown cambric. Silver 
paper may be fastened to this in appropriate places to 
represent armor. <A kind of roofing known as Junior 
Malthoid makes an almost exact imitation of steel, and 
is very flexible, but must be fastened together with wire. 
Helmets and armor may be made of this, or of card- 
board or stiff cloth covered with silver paper. Some- 
times helmets can be borrowed from fraternal orders. 
If the imitation leather garments are worn over khaki 
trousers, and the soldiers’ sandals are laced around the 
calf of the leg with strips of red cloth over the ordinary 
khaki puttees, the effect will be very good. 

Shepherds.—‘‘The shepherds should wear the dis- 


110 PROJECT METHOD IN RELIGIOUS EDUCATION 


tinetive shepherd’s cloak. This may be made of a sheet 
with broad stripes of black, brown or dark blue basted 
on. The shepherds may carry staves, but not crooks, 
as these are Huropean—not Oriental; and should wear 
flowing headdresses bound on with cords and falling over 
neck and shoulders. Two or three of the Bethlehem boys 
may wear miniature cloaks like those of the shepherds. 
Wise Men.— ‘The traditional color for the Wise Men 
is yellow, so the outer mantles of the three Magi should 
be of that color. The mantle is much like a cape, reach- 
ing about halfway to the knees, or longer. If they wear 
purple or other rich-colored robes under these yellow 
mantles, the effect will be striking. Their clothing should 
be as rich and elaborate as is practicable, and the 
garments of their train of servants should be more 
showy than those of the Bethlehem people. The Wise 
Men and the Rabbi may wear artificial beards if good 


ones are to be had, but nothing grotesque is permissible. - 


In general it is better to omit these. The Wise Men 
should wear turbans of yellow or, better, flowing yellow 
headdresses. 

Other Characters.—‘‘Prophecy and History should 
be in white flowing garments, Grecian style, without any 
color additions unless the name-ribbon is worn. Judith 
should be in white, with color in sash and headdress. 
Joel and possibly some other Bethlehem people may wear 
soft or dull colors; but most of the Bethlehem folks, and 
all the children, should wear bright colors, or pleasing 


softer shades, so as to make the stage picture varied, 


brilliant and beautiful. Narrow stripes are much worn 
in Palestine. 

The Rabbii—‘The Rabbi should wear, as he oniteeet 
a rather high cap, rounded at top, and bound round the 
brow with a twisted cloth of contrasting color. On his 
forehead he wears a phylactery—the little square box 


bound on with narrow black ribbons. In this certain © 





COSTUMING FOR DRAMATIC PROJECTS 111 


texts were kept. He is shod with sandals.. His tunic 
is sleeved and somewhat close-fitting, and reaches to the 
ankles, being bound at the waist by a wide girdle or 
sash, He may wear a mantle draped about his shoulders 
and neck. These may be of any desired colors. As Joel 
enters, he is carrying over his arm the Rabbi’s prayer- 
shawl—a large square piece of white cloth. Each corner 
has a fringe made of four white threads and one blue 
one, and a square of blue cloth is also sewed like a patch 
on each corner. Several narrow stripes of blue are across 
the two ends of the prayer-shawl. When the Rabbi sits 
down to read from the Prophets, Joel will fold the shawl 
and place it over the Rabbi’s head (without removing 
the e#p) in such manner that as the shawl hangs down 
over the shoulders the stripes will come across the arms. 
The Rabbi will wear this during the remainder of the 
pageant.’’ 


MISSIONARY COSTUMING 4 


Burma.—‘‘For the skirt about two yards of bright 
colored silk or other thin striped or figured material is 
required. Sew the ends together, the pattern running 
around the skirt, not up and down. If the width of 
the goods is not sufficient to make the leneth of the 
skirt, sew the seam around the middle of the skirt, or 
sew a piece of plain goods around the top. The skirt is 
tied or pinned about the waist. 

‘‘With this should be worn a short white jacket of 
thin material with flowing sleeves, which may be trimmed 
with narrow lace. A bright silk scarf is thrown over the 


4 These suggestions are taken from a little pamphlet ‘‘ Oriental 
Costumes and How to Make Them,’’ published by the Woman’s 
American Baptist Foreign Missionary Society. Permission of the 
Board of Education of the Northern Baptist Convention (De- 
partment of Missionary Education, William A. Hill, Secretary). 


112 PROJECT METHOD IN RELIGIOUS EDUCATION 


shoulders. The hair should be piled high and decorated | 


with artificial flowers. 

Karen.—‘‘The Karen skirt is similar to the Burman. 
The jacket is made of velvet or woolen cloth. Fold a 
breadth of the goods twice the required length fer the 
jacket in the middle to make the shoulders, which should 
be without seam. Sew up the sides, leaving sufficient 
space for armholes at the top. Cut a V-shaped opening 
for the neck and trim as elaborately as possible with 
Persian or other bright colored trimming. Slip the 
jacket on over the head and wear over a white jacket 
or shirt-waist. 

China.—‘‘ Wear a plain black skirt or wide trousers 
reaching to the ankles. Make the full Chinese jacket 
from blue or white cambric. The pattern for this jacket 
ean easily be approximated from pictures, or possibly 
one can be secured from a Chinese friend. 


‘‘Hor a boy a round cap of velvet or cloth with a> 


long queue of braided worsted sewed to the back is very 
effective. 

Japan.‘ This requires a Japanese kimono with wide 
square sleeves, for which a pattern can easily be ob- 
tained, made from cotton crepe or any desired material. 
Wear with this a wide sash of silk or cambric of bright 
color, tied in a large square bow high in the back. Hair 
in butterfly bows with ornaments, fancy hatpins, tiny 
fans, ete. 

India. —‘‘This costume requires eight or ten yards 
of cheesecloth or muslin, white or of some bright color. 
The goods should be at least one yard wide to form the 
length of the skirt. Hold one end in the left hand and 
bring the goods tightly around the hips to the front and 
tie the upper corner firmly to the upper edge of the 
gvoods held in the right hand. Bring the cloth snugly 
around the body once, and then the long end should be 
laid in plaits to within three or four yards of the end. 


‘ 
: 
fi 
+ 
4 
. 

: 

2 


. 


COSTUMING FOR DRAMATIC PROJECTS 113 


Tuck these plaits in over the knot in the middle of the 
front, bringing the fullness about six inches below the 
waist line. Pass the loose end of the cloth on over the 
left hip, up under the right arm and over the left 
shoulder, bring it around over the right shoulder where 
the end is left hanging loose. The loose end can be 
brought up over the head, if desired, to form a head 
covering. A short jacket is worn underneath, cut in a 
low V-shape at the neck and tied in a hard knot over 
the bust; The very tight sleeves may be cut off just 
above the elbow or half-way to the shoulder, or an ordi- 
nary plain white waist may be worn under the costume. 
All Hindu women, Brahman and others, wear the same 
general’ costume, the only difference being in the ex- 
pensiveness of material used. 

‘‘Use as many bright-colored bead necklaces and gold 
and silver chains as possible. Cover the arms with brace- 
lets and the fingers with rings. A jeweled band across 
the forehead and earrings made of brass wire with beads 
to hang over greatly heighten the effect. 

Mohammedan Woman.—‘A Mohammedan woman 
always wears in public the purdah or outside covering, 
and this is the most effective and distinctive costume in 
which she can be represented. The purdah can be made 
from two sheets sewed together at the sides, forming a 
bag open at both ends. Gather the upper edge and sew 
around a small circle of cloth cut to fit the top of the 
head. This hangs full to the floor. Cut a small tri- 
angular opening or round eye holes over the face and 
fill in this opening with heavy black veiling. For speak- 
ing the triangular opening is better, as the voice can be 
more distinctly heard. The same effect can be secured 
| by sewing together breadths of cheese-cloth and gather- 
ing at the top in the same way. 

Syria or Arabia.—‘‘To make the long loose robe re- 
quired for this costume, fold a strip of goods over in the 


114 PROJECT METHOD IN RELIGIOUS EDUCATION 


middle to form the shoulders, which should be without 
seam. Sew up the sides, inserting gores at the bottom if 
necessary for width of skirt, leaving armholes at the 
top. Sew in straight long sleeves without shaping the 
armholes. Tie a girdle or sash about the waist, with 
the knot in front, and blouse the robe both back and 
front over the girdle. Cut a round or square opening 
for the neck and trim around the edge if desired. A 
strip of silk two yards long is worn over the head and 
brought over the face as well. 


Africa.—‘‘ An effective costume for Africa is a red 


muslin Mother Hubbard without yoke or. sleeves, a red 


kerchief crossed over the shoulders. The face and arms © 
ean be blackened and black stockings worn over the 


shoes. Necklaces of gaudy beads, bracelets of every de- 
scription, and anklets of brass or iron add to the general 
effect. 

Philippines.—‘‘The costume of the Filipino or 
Visayan women consists of a bright colored plaid skirt, 
with or without a short black overskirt reaching to the 


knees and caught up at one side. With this is worn . 


a white waist cut very low with a wide flaring collar. 
The sleeves are very wide and cover the arms as far as 
the elbow. A white neck scarf or embroidered handker- 
chief completes the costume. 


HELPS FROM PICTURES—WHERE TO GET THEM 


To one who has the task of directing a pageant — 


there is no better help than that of pictures. This 
is particularly true in the matter of costuming. 
One of the difficult problems of pageantry is that 
of giving a true setting, representative of the time, 


and historically accurate. As has been stated be- 
fore, this accuracy is only relatively attained, and — 


ee 


~p 





COSTUMING FOR DRAMATIC PROJECTS 115 


is found in its truest type in works of art, particu- 
larly painting. The art of canvases of the world 
furnish a rich array of suggestions for all forms 
of pageantry, religious and secular. 

Fortunately for the teacher of religion the 
works of art on religious subjects are very nu- 
merous. Religion has always been a favorite 
theme for the greatest masters and the world’s 
- greatest pictures have found their genesis and in- 
spiration in the Bible. 

Modern methods of printing and engraving 
have made it possible to reproduce these master- 
pieces at small cost, so that everyone may see 
them in almost their original charm. For only 
a few pennies one may have the ‘‘Sistine 
Madonna,’’ the ‘‘Moses,’’ of Michel Angelo, or 
the ‘‘Christ,’? of Hofmann. For a few dollars the 
rich treasures of the museums of the earth may 
be brought into one’s own room, and there mental 
visits made to the Louvre, the British National 
Gallery, the art treasuries of Florence and those 
promising ones so rapidly growing in America. 


HELPS FROM PICTURES—WHERE TO GET THEM 


Appropriate Picture Study.—The director of a 
pageant would do well to secure a group of pic- 
tures bearing on the theme of the play, and have 
the cast study them. Nothing will so quickly put 
an actor into the spirit of the time of the action 
and make him feel at home in the general arrange- 


116 PROJECT METHOD IN RELIGIOUS EDUCATION 


ment of things. Sets of Old Testament pictures 
may be secured at small cost, also pictures of the 
life of Christ, Christmas pictures, Easter pictures, 
Madonnas and almost everything that has found 
its way into art galleries. These pictures are very 
cheap and may be bought as low as one and two 
cents each. Other helpful suggestions will he 
found in the second volume of Tissot’s Bible, en- 


titled ‘‘The Life of Our Savior, Jesus Christ.’’ 


Also, in ‘‘Bible Manners and Customs,’’ by Rev. 


G. M. Mackie, and in ‘‘The Bible Story,’’ by | 
James Baikie, are valuable pictorial suggestions. 


For the convenience of those who may desire to 


order religious subjects, the following partial list — 


of publishers is given: 
The Perry Picture Company, Malden, Mate 
This concern supplies pictures of various sizes 


and prices. They have hundreds of reproductions » 


and can furnish almost anything desired. 
George P. Brown and Company, Beverly, Mass., 


earry an attractive list of pictures of all descrip- 


tions. Old Testament, Christmas, Haster, and the 
Life of Christ may be secured in sets at moderate 
cost. 


Underwood and Underwood, Inc, 417 Fifth — 


Avenue, New York, make pictures of almost 


everything under the sun. They sell an excellent — 


lot of stereographic pictures showing costumes 
and manners of people of various countries. 


Toni Landau Photographie Company, 1 East — 


45th Street, New York, fine art publishers, furnish 


COSTUMING FOR DRAMATIC PROJECTS 117 


higher priced prints. Black and white from one 
or two dollars to thirty, and colored prints rang- 
ing as high as sixty dollars. 

The New York Sunday School Commission, 73 
Fifth Avenue, New York, is the accredited dis- 
tributor. of the Tissot pictures, size 5x6 inches. 
Many of these pictures are in color and are very 
_valuable aids in costuming. These are inex- 
pensive. 

A very useful little book on this subject is 
‘‘Pictures in Religious Education,’’ by Frederica 
Beard, George H. Doran Company, New York. 
This book will be invaluable to any teacher or re- 
ligious worker. 

All denominational publishing houses can fur- 
nish suitable pictures and can give valuable in- 
formation regarding religious prints. 


A FEW HELPFUL BOOKS 


‘‘The English Religious Drama.’’ Katherine Lee Bates. 
The Maemillan Co., New York. 

“‘Educational Dramatics.’? Emma Sheridan Fry. Mof- 
fatt, Yard & Co., New York. 

‘‘Community Drama and Pageantry.’’ Beegle-Craw- 
ford. Yale University Press, New Haven. 

_“*How to Produce Amateur Plays.’’ Barrett H. Clark. 
Little, Brown & Co., Boston. 

**Play Production in Ameriea.’’ Arthur Ervin Crows. 
Henry Holt & Co., New York. 

‘“Amateur and Educational Dramatics.’? Hilliard- 
McCormick-Oglesby. The Macmillan Co., New York. 


118 PROJECT METHOD IN RELIGIOUS EDUCATION 


‘““The Kingdom of the Child.’’? Alice Minnie Herts 
Heniger. HE. P. Dutton & Co., New York. 

‘<The Dramatization of Bible Stories.’’ Elizabeth Erwin 
Miller. University of Chicago Press, Chicago. 
‘‘Mission Study Through Educational Dramaties.’’ 

Helen L. Wilcox. Missionary Education Move- 
ment, 150 Fifth Avenue, New York, } 
‘‘Pageantry and Dramatics in Religious Education.”’ 
Meredith. The Abingdon Press, New York. 
‘‘Dramatic Sketches of Mission Fields.’’ Helen L. Wil- 
cox. Missionary Education Movement, 150 Fifth 
Avenue, New York. 


Pamphlets edited by Norman E. Richardson. The 


Abingdon Press, New York. 

‘<The Mother as Playfellow.’’ 

‘‘The Dramatic Instinct in Children.’’ 
‘<The Use of Dolls in Child Training.’’ 
‘‘Dramaties in the Home.’’ 
‘<Story-Telling in the Home. 


DESCRIPTIVE LIST OF PLAYS AND PAGEANTS 


‘‘How to Produce Children’s Plays.’’ Constance 
D’Arey Mackay. Henry Holt & Co., New York. 
‘Costumes and Scenery for Amateurs.’’? Constance 
D’Arcy Mackay. Henry Holt & Co., New York.’ 
*‘Making Missions Real,’’ Jay S. Stowell. The Abing- 

don Press, New York. 


‘“‘The Mediaeval Stage,’?’ E. K. Chambers. Clarendon — 


Press, Oxford, England. 

**English Miracle Plays.’? A. W. Pollard. .Home Uni- 
versity Library. 

“English Drama.’’ Felix E. Schelling. EH. P. Dutton 
& Co., New York. 


**Corpus Christi Pageants in England.’’ M. L. Spencer. 


Baker & Taylor Co., New York. 





COSTUMING FOR DRAMATIC PROJECTS 119 


‘‘finglish Pageantry.’’? Robert Withington. Harvard 
University Press. 

‘*Dramatized Bible Stories for Young People.’’ Mary 
M. Russell. Geo. H. Doran & Co., New York. 
‘“Bible Plays for Children.’’ May Stein Soble. J. T. 

White & Co., New York. 

‘<The New Movement in the Theater.’’ Sheldon Cheney. 
Mitchell Kennerly, New York. 

‘‘The Open Air Theater.’’ Sheldon Cheney. Mitchell 
Kennerly, New York. 

‘*Festivals and Plays.’’? Percival Chubb. Harper & 
Bros., New York. 

‘“The Theatre of To-morrow.’?’ Kenneth McGowan. 
Boni, Liveright, Ine., New York. 

‘“‘The Art of Theatrical Make Up.’’ Cavendish Morton. 
The Macmillan Co., New York; Adam and Charles 
Black, London. 

“‘The Technique of Pageantry.’’ Linwood Taft. A. S. 
Barnes & Co., New York. 


CHAPTER Ix 


MAKING A BOOK—A PROJECT IN CHURCH 
HISTORY 


Tus Riss or tHE MetuHopist Socreriss IN ENGLAND | 


AND AMERICA 


The purpose of this course is to introduce the 


student to some of the early events in Methodist 


Church history. Instead of approaching the sub- 
ject from the usual angle of the textbook, the © 


student sets out to collect data for writing a text- — : 


book and puts himself in the place of the author. 


It is not intended that the book should actually be 


written, since this would be too great a task for 


the average undergraduate, but sufficient material — 
is collected and classified so that it might, if need 


be, written out in book form. The book-making — 


project is not make-believe in any sense, since the 
collection of facts is done as thoroughly as if the 


book were to be completely written. The comple- — | 


tion of the book is of secondary importance. The 
main teaching objective will be reached when the 


student has made his compilation and classified — 


his data, or possibly made a digest of the material 
collected. 
120 





Die > ee 


RISE OF METHODIST SOCIETIES 121 


The Use of Topics.—As leads to investigation 
a series of topics were used. These topics covered 
most of the essential phases of the study. They 
were assigned at regular intervals and thoroughly 
discussed in class. Each'student was called upon 
to report his findings and the recitation period 
resolved itself into a kind of round table discus- 
sion. 

The Bibliography.—A group of reference books 
were conveniently placed in the library for the 
use of:the class. The following list of references 
will be found sufficient for the average under- 
graduate class: 


FircuHetr: Wesley and His Century. 

Wesley’s Journal. 

Wesley’s Sermons. 

McTyverme: History of Methodism. 

Wooprow Wiison: John Wesley’s Place in History. 

CHREITZBERG: History of Methodism in the Carolinas. 

SuHipp: History of Methodism in South Carolina. 

ALEXANDER: History of Methodism in the United States. 

Asbury’s Journal. 

Hoss: Life of William MeKendree. 

DuBose: Life of Joshua Soule. 

Duncan: Studies in Methodist Literature. 

MasseBeaAu: The Campmeeting in South Carolina 
(pamphlet). 

Hupson: The Methodist Armor. 

The Discipline. 

TILLETT and Nurrer: Hymns and Evin Writers of 
the Church. 

The Methodist Hymnal. 

Encyclopedias and Religious Encyclopedias. 


122 PROJECT METHOD IN RELIGIOUS EDUCATION 


TOPICS FOR INVESTIGATION 


1. Moral and religious conditions in England 
in the 18th century. 
2. The Wesley family, three generations be- 

fore John Wesley. 
. Susannah Wesley. 
. Outline of the life of John Wesley. 
. The origin of the term Methodist. 
. Wesley in Georgia. 
. Field preaching. | 
. The new order of helpers—lay preaching. 
. The General Rules of the United Societies, 

10. The Articles of Religion as revised by 
Wesley. 

11. The beginnings of the itinerancy. 

12. Doctrines peculiar to the Methodist move-_ 
ment. 

13. The sermons of Wesley—the Standard of 
Doctrine. 

14. The origin of Class Meetings and Love 
Feasts. ea 

15. The origin of Conferences. 

16. The Deed of Declaration. 

17. Character studies: John Wesley, Charles — 
Wesley and Whitefield. 

18. Armenianism and Calvinism. , 

19. The beginning of the Methodist movement 
in America. 

20. The life of Francis Asbury. 

21. The life of William McKendree. 


Oo OTS OUP CO 


| 
a 
i 
i 
3 








RISE OF METHODIST SOCIETIES 123 


22. The life of Thomas Coke. 

23. A study of the various branches of, 
Methodism. 

24. Government and usages of the various 
branches of Methodism. 


CHAPTER X 
THE DIET OF WORMS? 


ACT I 


ScENE 1 


Monastery, simply, yet stately and massively — 
furnished,. producing an amr of stately 


quietude. Monks going to and fro, several 
lighting candles, etc., all leave. Chant 1s 
heard off stage—louder as the monks ap- 
proach, passing to mass room. Enter LuTHER 
in student’s robe; troubled countenance; 
looks around. 


LutHer: God grant that I may find peace from 


a troubled soul within these walls. (Kneeling.) — ‘ 


Enter 2np Monk, going to him. 
2np Monk: Arise, kind brother. What troubleth 
thee? 
Lutruer: A soul oppressed by a heavy burden, 
that of sin and terror. 
2np Monk: Whence camest thou and what dost 
thou seek? : 


1 This is one of the dramas produced by the class in Church 
History as described in Chapter I. This particular drama was 


written by Miss Madlene Horres of the class of ’24. It was pro- 
duced publicly in the College chapel and was warmly received by 


a large and enthusiastic audience. 
124 





THE DIET OF WORMS 125 


Luruer: From the learned walls of Erfurt. 

2np Monx: Come, learned brother. 

(Slowly they begin to walk off. Chant is heard. 
Enter Prior.) 

2np Monx: Here comes our Prior; he will re- 
ceive you. 

(Monk walks off with bowed head.) 

Prior: Good brother, thy trouble seemeth to 
press upon thee. Seekest thou peace? 

Lutuer: Yea, and verily do I seek peace of soul 
and health of a mind sickened by terror and fears. 

Prion: Welcome, brother, in the name of our 
all-powerful Absolver, Pope Leo. Enter, and by 
thy works shalt thy penance be established. 

Curtain. Music—Low. 


TAGTSL 
ScENE 2 


(Luruer with brush and pail washing statue, 
weary. Exit. Enter Monks.) 


Ist Monk: This work must be done. Therefore 
let the learned law student do it; he’s fit for the 
filth of a monastery. 

2nd Monk: For my part, brother, the task 
would be lighter if I were permitted to engage 
in it. 

Ist Monx: Art thou not satisfied? Let him 


126 PROJECT METHOD IN RELIGIOUS EDUCATION 


who will, do it; if you lack amusement look for it 
in rest Beneath the warm sun. _ 

2np Monx: But I fail to see the need of making 
him beg for the cloister and of subjecting him to 
all these filthy degrading labors, because he is a 
novice. Get Back! I hear someone approaching! 

(LutHsER reading Bible passes slowly through 
room.) 

ist Monk: He is always reading that book of 
God. 

2np Monk: Yea, and I have seen him pray from 
his heart. Brother, he is deeply troubled. 

ist Monx: Come, enough of that Beggar Friar. 

2np Monk: I pray thee, allow me to remain as 
I must seek this Augustinus. | 

Ist Monk: Another peculiarity—from Martin 
Luther he has become Augustinus. 

(Eat. 1st and 2np Monx examining prayer 
book. Enter Dr. Unstncen. LutuHer reéntering, 
reading Bible.) 

Dr. Urnstncen: Why, Brother Martin! Art thou 
reading the Bible? Thou must needs read tlie 
ancient writers. They have extracted the essence 


of truth from the Bible. The Bible is the cause 


of all disturbance. 

Lutuer: Thou art a worthy instructor, Dr. 
Ursingen, and ordinarily your advice I readily 
and gratefully accept, but ’tis the truth as it was 
originally told which comforts my burdened soul. 

Dr. Urnstncen: Beit asitmay. Dr. Staupitz re- 
quested thy diligent reading of the Bible, no doubt. 





THE DIET OF WORMS 127 


Luruer: Yea, and it is from his advice that my 
soul hath dared even to glance at the majesty of 
God. ’Twas an easy matter when in Erfurt to 
read the ancient writers and have their inter- 
pretation, but now, alone with my sin, I need more 
than the interpretation of scholars who strive to 
smooth the blacksome peaks of my life with a mis- 
interpreted truth. 

Dr. Urnstncen: Very well said, my brother, but 
the scholars can interpret more accurately than 
thy stirred heart. But enough of that; to-morrow 
thou shalt be made priest. Continue thy vigils, 
prayers, and readings of the scholars and thy 
burden will be removed. 

(Haxit. Lutusr, in anguish, beats chest; moans.) 

2np Monk: (Entering) Brother, may the Pope 
have pity on thy soul, and absolve thee of thy 
terrible sin. 3 

LurHer: ‘Aye, a great misgiving is in my, 
heart. 

2np Monks: Is it that thou hast committed some 
great sin, brother Martin? (Monks going to an- 
other room.) 

LutHer: No, I feel that I am not held account- 
able for any great horrible sin. It is the burden 
of not doing the right thing that troubles and 
sickens me. 

2np Monr: Is it then that thou dost not believe 
thy works here will wipe away thy sins? 

Luruer: I believe that there is something more 
than work. I am confounded with new doctrines 


128 PROJECT METHOD IN RELIGIOUS EDUCATION 


which present themselves; new ideas, new teach- 
ings. Alas! What shall I do? 

2np Monk: Come, Brother Martin, ’tis time for 
Mass. The brothers are going. 

Lutuer: Yes, let us go. 

(Eait LutHer and 2np Monk.) 


Curtain. Musie. 


AOT II 
ScENE 1 


(1st and 2np Monss lighting tapers, candles be- 
fore shrine.) | 


Ist Monx: To-night, Brother Martin cometh 
from his trip to Rome and the Holy Land. Me- ~ 
thinketh he feels himself next to our beloved and 
reverenced Pope. 

2nD Monk: Brother Martin hath no such 
thoughts, ’tis by his great ability that he hath 
been the recipient of so many offices. 

ist Monk: Many, aye. Teacheth and preacheth 
in the new University at Wittenberg. Thou per- 
haps thinkst he doth not believe himself capable 
of preaching. 

2np Monx: Aye, that well I do not believe. I 
was the hearer of the conversation between Dr. 
Staupitz urging him to take the burden, and 
Brother Martin accepted, not because he thought 


THE DIET OF WORMS 129 


he was so good, but because he thought it was his 
duty. | 

ist Monxs Methinketh thou wouldst be his 
ardent admirer and leave the Monastery. 

2np Monk: I have no such intentions. My in- 
terest hath been allowed to center upon Brother 
Martin because of his unswerving desire to do 
what is correct, as well as he knows how. 

Ist Monk: (Looking out of window) Come! 
Look! There are the ashes of one who was faith- 
less to the Holy Father. That will be your fate; 
that will be any man’s fate who goeth against 
our Pope’s all-powerful will. 

2np Monk: God grant that such may not be 
Brother Martin’s fate. 

ist Monk: Think you then, brother, that Luther 
hath such an intention, one of turning against the 
Pope? 

2np Monk: ’Tis not for me to say. God pity 
me to accuse him so rashly; but he seeketh a balm 
for his troubled soul and if he can find it in a new 
doctrine, one that he believeth divine, he will cling 
to it, regardless of the Pope. 

. 1st Monk: And I doubt not that you think he 
would burn and die for his cause. 

2np Monk: Aye, that Ido. Yea, Luther would 
live for his cause though it meant prison, scorn, 
ostracism from all that is dear to him. 

Ist Monx: A great faith thou hast in our 
learned brother, but—(going to the window and 
looking out). As the heretie’s funeral pyre is 


130 PROJECT METHOD IN RELIGIOUS EDUCATION 


sinking and as its flames have sunk into the gray 
of the twilight sky, so will this enthusiasm of 
yours for your admirer fade away; then who will 
comfort you when your funeral pyre builds high? 

2npD Monk: Brother Martin. 

Ist Monk: We’ll see. The bell striketh. Light 
the center candles, but hurry—it is the hour for 
the six o’clock Mass. 


2np Monk: Such is not the ease, that is the bell 


announcing Brother Martin’s coming. Knowst 
thou not that he would be announced? 

Ist Monk: No. 

(Enter Lutuer. His clothes are dusty, travel- 
worn, but there is an unmistakable glory shimng 


around him. The two monks stand back awed for. 


a moment.) 
Luruer: ‘The just shall live by faith!” I 


knew that there was a deeper, truer consolation | 


for a discouraged soul than I had found. Glory 
be to God! By faith and works shall my salvation 
be! 

2np Monk: (Running to Lutusr, clasping his 
knees.) Brother Martin—Brother Martin—thy 
trouble is gone—thy burden no longer presseth 
thee? 

Luruer: Brother, I sought peace here, in these 
sacred walls, at the shrine in Rome, the Holy City, 
but not until I had begun to ascend the hard, cold, 
marble steps—Pilate’s steps—did the peace and 
balm for my troubled soul assert itself. There 
on bended knee, searching as it seemed the re- 


Ee ee ee 


THE DIET OF WORMS 131 


motest corners of my heart and intellect for 
guidance and comfort, it came upon me—‘‘ the just 
shall live by faith!’’ 

Ist Monx: Doth the Father know thy attitude, 
thine irreverence of our all-reverenced Pope? 

LutrHer: Hardly yet, since my two brothers 
here have been my only hearers upon this new en- 
lightenment. I wish to have intercourse with him, 
before the vespers. (Hait LutTHer.) 

(Ist Monk looks scornfully, while 2np Monx 
holds out his arms to the out-going figure.) 


Curtain. Music 


ACT II 
Scene 2 


(LutrHer’s study. MetancutTHon standing, LUTHER 
seated.) 


LutHer: Pray, be seated, Philip, and tell me 
how the world goeth with thee. 

MeLancHTtHon: I thank thee. I have not seen 
thee since thou wast made Doctor of the Holy 
Scriptures. Aye, Martin, best of all friends, and 
companions, two weeks it hath been since I last 
held intercourse with thee. Indeed I have wished 
for thee many times while thou wast on thy visits 
to the different cloisters. ’Tis good to be with 
thee once more. 


132 PROJECT METHOD IN RELIGIOUS EDUCATION 


LutHer: Thou speakest with mine own 
thoughts. Truly I have missed thee and in all my 
labors I have thought continually of thee. I have 
needed thy advice upon divers occasions, as for 
instance I was at my wits’ end in Rome— | 

MetancutHon: There’s no place as far wrong in 
its divine interpretation of the Lord’s will as the 
Holy City. | 

Lurxer: Wellspoken, good friend. Whatsayest — 
thou of the sale of these so-called indulgences 
from the Pope? 

MeLancHTHON: VerilyI disapprove ofthem. It 
is an outrage against Heaven and all that is holy. 
No longer than yesterday noon I heard a group of — 
men expostulating upon the importunity of these. 
spiritual exemptions. On the other hand, the 
poorer classes are saving every spare coin to buy 
pardons from Heaven for their dead and living. 

LutHer: I understand that Tetzel, the vender 
of these infamous indulgences, hath been pro- 
hibited by Frederick of Saxony from entering 
Wittenberg. That is well and good. 

MeLaNncuTHon: Yea, and even with the foundry 
as his saleshouse he seeketh too many. People 
from far and near seek these papers which say 
that, if any one will cast money into the box for 
a soul in purgatory, the soul will fly up to heaven 
as soon as the coin tingleth at the bottom, and 
that it is not necessary to fell sorrow and grief 
on account of sin; and many more such statements 
as the indulgence papers contain. 


THE DIET OF WORMS 133 


LutuHer: Thy sayings are true, Melanchthon. 
Just the other day I exhorted men to come in to 
hear that their sins might be forgiven. One 
peasant went so far as to say, ‘‘What need we 
with salvation such as thou givest when we can 
buy it for once and always from God’s Great Ad- 
vocate in Rome through his executive Tetzel?’’ I 
say to thee, Melanchthon, that things are not go- 
ing right; soon there will be a new teaching 
against the Pope and his power shall wane. 

MertancutHon: No doubt, Martin, but no one 
will undertake to lead this new movement; to be 
teacher of this new teaching. What dost thou 
think about it? 

Luruer: I think there are men who would lead 
such a movement. 

MetancutHon: (Who has gone to window.) 
Aye, Luther, but see there is a group of the Pope’s 
inquisitors searching for enemies of his Holy See, 
and I fear for thy safety. 

Lutuer: Thy argument doth not convince me, 
friend. 

MetancHotHon: Surely, Brother Martin, you 
have no such desire—that is, to lead such a move- 
ment. Already thou art accused of many actions 
discourteous to the Pope. Martin, be discreet, 
let them not suspect thee to strongly. 

Luruer: I accept thy counsel, Melanchthon, but 
something must needs be done, the Pope is doing 
an infamous thing. I have my own place. A 
reformation is at hand, and it is my belief that 


134 PROJECT METHOD IN RELIGIOUS EDUCATION 


ere many years shall have passed the Pope will 
be a symbol of an ancient faith. | 

MetancutHon: I believe, likewise, Martin, but 
I wish that I could persuade thee not to ponder too 
deeply such thoughts as will arouse the wrath of 
the Pope. I know many influential persons, Dr. 
Staupitz, Dr. Ursingen and others heartily agree 
with thy manner of exhorting sinners to God, of 
thy change in church ceremony, but Martin, they, 
like myself, fear for thy well-being... , 

Lutuer: Tut! Tut! Thou art worrying un-. 
necessarily. 

MertancuTHon: Very well, let me not detain thee 
longer, thy various duties must be attended, be- 
sides to-morrow is the Feast of the Dedication, 
and much must be accomplished before then. 

LutHeR: Stay, Melanchthon, and give me some 
of thy goodly advice. This Tetzel of whom we — 
have heard so much is dealing such havoe that I 
think it wise to continue with a plan I have. 

MELANCHTHON: Say on, Martin. 

Lutuer: (Handing him a manuscript.) These 
I will nail upon the Church door to-night so that 
all may know what the indulgences are, rather, 
my prayerful attitude concerning them. 

MetancutHon: (Reading; Lutuer watches with 
interest.) Martin, these sayings are true—yea, too 
true—and I would with my whole heart that thou 
couldst publish them to the world without injury 
to thyself. But my fears because of thee are 
doubly rekindled. 


THE DIET OF WORMS 135 


LutHer: Knowest thou not, brother, that the 
God in whom I believe hath power to keep me 
from the fiery death thou speaketh of, but if it 
is His will that I should burn as a heretic, all is 
well; my course is clear. I am fully resolved. 

MentancutHon: Oh, Brother Martin, thou art so 
Jearned, so bold to do the right as thou dost see 
it. May thou be spared to us. It is my earnest 
desire. 

LurHer: Grieve not for me, Melanchthon, but 
for these poor misinformed purchasers of indul- 
gence letters. 


ACT II 
Scene 3 


(LurHer walking wn street rather busy with 
people—dimly lighted. With hammers, manu- 
script, nails, goes to church door. Dr. 
Sravupitz accosts him.) 


Dr. Stavpitz: Greetings! Whither art thou go- 
ing so late? Art thou building, these uncertain 
days? Methinketh thou wouldst be at thy desk 
thinking upon a way in which to extricate the 
world from the commotion which has settled upon 
it. Thou sayest Italy, France, and others are 
sorely oppressed by the tyranny of the Pope and 
that Tetzel’s indulgences are the menace of the 
period. Explain thyself, Martin. 


136 PROJECT METHOD IN RELIGIOUS EDUCATION 


LutHer: Watch while I post these on yon 
castle church door, and thou shalt see what I have 
been doing at my desk since my return from Rome. 

Dr. Stauprtz: Verily, I’ll do as thou dost de- 
sire. ’ | 

(They go over to church. LutHer begins nail- 
ing up the theses; Dr. Stauprrz reading as best 
he can by the pale light of the lamp on the door.) 

Dr. Staupitz: Martin, thou art putting thyself — 
in a perilous position. Think! Thou wilt be 
claimed as a heretic, burned, for opposing the 
Pope’s decree. } 

Luruer: If such is God’s will, Amen. (They 
pass out, a few people straggling slowly behind, — 
looking curiously at paper on door.) : 


Curtain. 


PAO ide Gs iE 
ScENE 1 


(People going to and fro, some looking at and 
reading indulgences, others looking toward 
church door, but passing.) 


Ist man: Dr. Luther might as well take down 
his paper against the indulgences of the Pope. 
We have our sins free here, go, sin all you please, 
save your money, buy other indulgences; you will 
be free. 


THE DIET OF WORMS 137 


2np MAN: Aye, and that rightly do I intend to 
do. Listen to what he sayeth, ‘‘Those as well as 
their teachers will be given over to Satan, who, 
because of their letters of indulgence, consider 
themselves certain of their salvation.’? Ha! Ha! 
Our indulgence letters tell us different! 

(Curtain to be drawn to indicate passing of a 
fortnight. As curtain rises a man is seen search- 
ing about street, sees theses nailed on door.) 

TrRaveELER: At last I have found it! The door 
on which the practical inquiries have been posted! 
The boldness of this man Luther is without 
parallel. He dareth write them, publish them, but 
even more dareth to leave them here for a fort- 
night after he nails them up! I am to substantiate 
the Pope’s reports of them. (Reads) ‘‘The Pope 
can forgive no sin further than to declare and 
confirm what is forgiven by God unless it being 
such cases which he has reserved to himself and 
if this were so the despised sin would remain 
wholly unpardoned. This need of changing the 
punishment of the Church into the punishment of 
purgatory seems to have sprung up whilst the 
Pope were asleep.’’ (Speaks) And this from the 
man who hath written to the Pope entreating him 
to consider carefully the destruction of the indul- 
gences and implores him to recall them and his 
agents, saying that he did not altogether reject 
the indulgences but insisted upon restricting the 
abuse. He is the man who hath thrown himself 
at the Pope’s feet to be killed, to be rejected, to 


138 PROJECT METHOD IN RELIGIOUS EDUCATION 


be accepted as it pleaseth the Pope. I shall re- 
port to the Holy Father. 


Curtain. Musvte. 


ACT Til 
Scene 2 


(LutHER alone, writing at desk. Enter Dn. : 
STAUPITZ. ) 


Dr. Stavpirz: Welcome from thy journey to 
Heidelberg! I trust that thy reception was warm 
and profitable; since I am able to behold thee still 
alive. My fears concerning thee were great. 

Lutuer: My reception was very cordial. I 
could have hoped for no better. 

Dr. Stavupitz: I find it difficult to comprehend 
thy personality. Hast thou rejected the Pope al- 
together and accepted this new doctrine, namely, 
that the just shall live by faith, and that the 
Pope’s power will inevitably wane? 

LutuHer: Dr. Staupitz, when I advanced my 
argument against indulgences, I did it for the sake 
of informing people so that they might know what — 
the indulgences are. So that they might not abuse 
these letters of the Pope, whose original idea for 
selling, was to get money for the completion of 
St. Peter’s cathedral. I also wrote to the Pope 
requesting his acceptance of them as such. I have 
received no consultation from him. I will admit 


THE DIET OF WORMS 139 


that I am greatly disturbed, but I am leaving all 
to God. He is my witness, to Him I am respon- 
sible, He alone can help the truth, and no one else. 

Dr. Stavuprrz: Aye, Luther, thou art wise, but 
think well over the step thou art taking: all 
Christendom will be involved. Thou hast re- 
ceived many criticisms from many influential men, 
by way of letters, criticizing your contemplated 
design. The Pope has written his Venetus, asking 
thee to desist from thy teaching and to endeavor 
to haye thee extinguish the flame kindled. Luther, 
think well. 

Lutuer: For God and truth I will endure 
death. That is my final answer, if it should come 
to that. Thou art kind to be in Wittenberg. Yea, 
more than generous to be here and to counsel me. 
Thou wast always a wise counselor. 

Dr. Sravpirz: Luther, I would have felt it my 
duty to warn thee personally if I had been further 
than Erfurt from thee. 

LutHer: Thou wert ever my friend and thy 
counsel I will accept, in so long as it doth not 
prohibit my carrying on God’s work. 

Dr. Sraupirz: But what is thy attitude to the 
Holy Father? 

Luter: Thou mayest rest assured that I have 
no intention of doing aught which would be ad- 
verse to the Holy Father’s will, if it be in ac- 
cordance with God’s will. I pray thee, believe me 
and that I am endeavoring to do only the things 
God would have me do. 


140 PROJECT METHOD IN RELIGIOUS EDUCATION 


(Enter MELANCHTHON.) 

MELANCHTHON: Greetings, friends! 

LUTHER: Hearty greetings, Philip Melanchthon. 
"Tis an age since last I saw thee, for to friends a 
few days may be an age. 

Dr. Stavupitz: He speaketh truly, Melanchthon, 
and I would that I might be able to converse with 
my learned friends yet a while, but important 
business calleth me to Erfurt. : 

LutHer: It grieveth us to have thee depart but 
when duty calleth the one reply is to obey. , 

Dr. Stavupirz: I pray that thou mayest be 
wisely guided, Martin. If I can aid thee let me 
hear to that effect. (They all bow.) | 

Luter: Farewell, Dr. Staupitz. (Hait Dr. 
Sraupirz.) Pray be seated, Philip. I have some- 
thing very important to tell thee. 

MexancutHon: Thank thee, Martin. Nowletme 
hear about thyself. 

LurHeR: Here is the summons of the Holy 
Father to appear for a citation at Worms. The 
Elector of Saxony hath given me many gracious 
letters, and the means with which to defray all my 
expenses. I leave for a short while to appear be- 
fore the Legate and His Imperial Majesty! 

MetancHtHon: Martin, I grieve for thee. All 
the hardships, terrors and perhaps death that 
thou wilt have to endure. Already thou hast been 
misinterpreted and scorned. But thou art brave — 
as well as wise. May God keep thee and give thee 
wisdom. The Elector is very gracious and kind, 


THE DIET OF WORMS 141 


and I am not at all uneasy about thy reliance 
upon his protection. 

Lutuer: Thy kindness consoleth me greatly, 
Philip, and from the depths of my heart I thank 
thee. In this hour I seem so lonely, God is my 
only hope and comfort, ’tis good to know that 
thou too art interested in me. 

MentancurHon: J am, indeed. But I must be off. 
Come. 

Curtain. 


ACT TE 
ScENE 3 


(Street scene in Worms. Street thronged with 
dignitaries, clergy, artisans, peasants; Span- 
ish, French and Italian Merchants on their 
way from Frankfurt far. All discussing 
Lutheran question. Two Spanish noblemen 
come to blows wm narrow street.) 


Ist man: Aye, we are for the man who dareth 
to say no one should be burned for his opinions. 

Many Vorcrs: Aye! that we are! 

(A great deal of talking and movement wm this 
scene.) 

Ist Stupent: To-day Martin Luther appeareth 
at the Diet of Worms. May God be with him! 

A Group or Men: Aye! 

1st Stupent: Hearest thou not what Dr. Luther 
did to those papers of excommunication? 


142 PROJECT METHOD IN RELIGIOUS EDUCATION 


2nD STUDENT: Yea, ve that wast a heroic 
thing to do! 

(People slowly crowd ae until about five 
or siz men and one or two women strain their 
ears to hear.) 

1st Maw: Dr. Luther is a fearless man. I have 
heard, however, that he would have let the affair 
rest had this opposition ceased. Is that true? 

Ist Stupent: Yes, but ’twould have broken out 
some other time. 

2np Stupent: Friend, be careful Vee thou 
speakest. Thou mightest be speaking to strict 
followers of the Pope. 

(People look suspiciously at each other, 
whisper.) 

Ist Maw: Not so; we love Dr. Luther; we will 
follow him. We eal follow him. We tire of the 
Pope’s tyranny. ‘Tell us more of him. Is he a: 
very learned man? Old, or just a lunatic? : 

lst StupENtT: He is a very brave, learned man; 
no, he is not old. Many great offices have been 
thrust upon him, men thinking him capable. He 
hath always been fearless. Not long since he in 
company of many students burnt copies of the 
Papal Bull. He hath been through much. He is 
in disrepute with the Pope and all his followers. 
At Leipsic in his discussion with Von Eck he went — 
through more than the average one of us endureth 
in a life-time. You know Von Eck went to Rome 
and returned with a bull of excommunication 
against Luther. Well, that ended the Leipsiz dis- 


THE DIET OF WORMS 143 


cussion. His many and severe writings have 
added to his list many other enemies. He hath 
received many exhortations to desist from his 
place, but still he continueth. His faith in God, 
and his belief that he is doing right is his strength. 

Ist Man: Who are some of his influential 
friends? Are they not able to help him? 

Ist Stupent: Yes; Frederick of Saxony hath 
been most kind to him. Not long since Dr. Luther 
wrote Emperor Charles V—ah!—here it is—let 
me read. This is a copy of his letter. ‘‘That the 
earthly princes must as images of the Heavenly 
Prince imitate the latter likewise in this, that they, 
although occupying elevated stations, yet have re- 
gard to the lowly and raise up the poor, and [ 
accordingly, do come as one that is poor and in- 
significant and prostrate myself at the feet of 
your Imperial Majesty as a very insignificant per- 
son in behalf of a very important cause. I have 
borne for three years hatred and reproach and 
have incurred danger because of my writings 
which have been exhorted from me. In vain I 
have asked for forgiveness, offered to keep 
silence, proposed conditions of peace and prayed 
for instruction. But after having made every 
effort, it at least seemeth not improper, to address 
myself to thy influential majesty, if God could 
perhaps grant me grace through the same. There- 
fore I humbly pray for thy protection in this great 
cause. I do not desire protection if I am to be 
found an ungodly man or a heretic. Only one 


144 PROJECT METHOD IN RELIGIOUS EDUCATION 


thing I ask, that neither truth nor falsehood be 
condemned unheard.’’ There you see something 
of the man who is to be tried to-day at the Diet 
of Worms. Man, think you he will be condemned? 
ist Man: Emperor Charles is a very generous 
man, but I do not suspect him of wishing to sup- 
port heresy and heretics. He is a very wise 
Emperor. I trust that he befriendeth Luther. 
2np StupENT: Was Dr. Luther willing to come 
to Rome even in the midst of all the donee he 
knew would overtake him? . 
ist Stupent: Verily. For Lather said, ‘‘If I. 
am cited, I shall go as far as depends upon me, 
have myself conveyed thither, sick if I am not to 
go in health, for I dare not doubt that God calls 
me when the Emperor calls. And though they 
should kindle a fire which should rise up to heaven 
between Wittenberg and Worms, yet would I go.’’ 


(Bell rings.) 


2np StupENT: "Tis time to go and get a place 
so we all may see Dr. Luther as he goes in the 
Diet. ’Tis said that when nearing Worms Spola- 
tin entreated him against coming in and exposing 
himself to so many dangers, but his answer was, 
‘*Tf there were as many devils in Worms as there 
are tiles on the housetops, yet would I enter in.”’ 
Hasten, let us go. Hark, he is now on his way to 
the Diet. Hear the cries of courage! 


(Exit all.) 


THE DIET OF WORMS 145 


Voice: (Behind stage): Play the man; fear not 
death; it can but slay the body. There is life be- 
yond. 

Curtain. 


(LutHER accompanied by his three fellow- 
travelers, a friar, JOHN PETZENSTEINER, the 
licentiate AmsporF, PETER WAvEN, an inmate 
of MetancutHon’s house and a friend of 
LutHER’s, also Lanpcrave oF Hessz, ULRicH 
Von PappenHem, Knights, Emperor CHARLES 
'V, Joun Scuurr, who stood at Lurusr’s side, 
and ALBANDER, the Pope’s nuncio. LutTHER 
stands in front of Emperor to right. Joun 
Scuurr by his side, up stage.) 


Emperor Cuartes: What my forefathers estab- 
lished at Constance and other councils, it is my 
duty to uphold. A single monk led astray by pri- 
vate judgment hath set himself against the faith 
of all Christians for a thousand years or more 
and impudently coneludeth that all Christians up 
to now have erred. I have therefore resolved to 
stake upon this cause all my dominions, my 
friends, my body and my blood, my life and soul. 

(Strained silence. Lutuer looks sharply at dif- 
ferent officials.) 

Von Ecx: Martin Luther, his August and In- 
vincible Imperial Majesty hath in accordance with 
the deliberate advice of all these estates of the 
Holy Roman Empire, summoned thee to appear 


146 PROJECT METHOD IN RELIGIOUS EDUCATION 


here before His Majesty’s throne to make inquiry 
of thee concerning these two points: Firstly, 
whether thou acknowledgest these books, showing — 
them to be thine own, and whether thou recog- 
nizest them as thine own or not. Secondly, 
whether thou wilt revoke them and what is con- 
tained therein, or whether thou wilt maintain 
them and abide by them. 

Dr. Joun Scuurr: Let the titles be read. 

(Von Eck reads title of books.) | 

Von Ecx: ‘‘The Exposition Concerning Good 
~ Works,’’ ‘‘The Explanation of the Lord’s 
Prayer,’’ ‘‘The Sermon Concerning Three Kinds 
of Righteousness.’’ 

Lutuer: I must in the first place name them as 
my own and disavow no one of them. But as to 
what followeth, that I am to declare, namely, 
whether I will defend or retract all, that is a ques- 
tion concerning the salvation of the soul and God’s - 
Word which is the biggest and greatest treasure 
in heaven and earth, and is justly, and by all of 
us to be held in the highest esteem; it would be 
presumptuous and hazardous in me hastily to de- 
clare anything, as I might thus unadvisedly and 
without reflection assert less than the case de- 
mands or more than is in accordance with the 
truth; in both cases I would bring upon myself 
the judgment pronounced by Christ when he says: 
‘‘He that denieth me before men, him will I also 
deny before my Father, which is in Heaven.’”’ I 
therefore must submissively and humbly beg for 


THE DIET OF WORMS 147 © 


consideration, so that I may be able to return to 
the questions proposed and answer what may be 
proper and may neither disparage God’s Word 
nor peril the salvation of my soul. 

(Princes consult together.) 

Von LEcox: Although thou, Martin Luther, 
couldst sufficiently have understood from the Im- 
perial Mandate and Citation, for what purpose 
and why thou hast been summoned and knowest 
thou dost not deserve to have further time for re- 
flection granted thee, yet doth His Imperial 
Majesty, from innate kindness, allow thee one day 
more to consider, so that thou art to appear here 
on to-morrow precisely at this hour, bearing in 
mind, however, this condition, that thou art to de- 
clare and present thine answer, not in writing, but 
orally. 

LutHer: I am greatly indebted to his Imperial 
Majesty. 

(Heratp takes Tinie away. Curtain drawn for | 
a few moments. Arises. Heratp escorts 
LutHer into the court. Same as previous day. 
Princes taking places.) 

Von Ecx: As the specified time which was 
granted to thee hath expired for your final answer, 
let it be known whether thou wilt defend and 
acknowledge thy books or whether thou wilt re- 
voke any part of them. 

Lutuer: Most gracious King, Nobles, Princes, 
I pray thee judge me not wrongly should I 
blunder, or not refer to each with the correct title, 


148 PROJECT METHOD IN RELIGIOUS EDUCATION 


or in any way offend the court. I acknowledge 
all my books as my own excepting only what per- 
haps my enemies through their knavery or unwar- 
ranted conceit may have changed or maliciously 
interpreted. My books are not all of the same 
class, yet, because I am human and not God, I ean- 
not do any more for my books than Jesus Christ 
did for his doctrines when he was questioned by 
Annas concerning his doctrines, being struck on 
the cheek by a servant said, ‘‘If I Haye ‘Spoken 
evil, bear witness of the evil.’’ 

ImprrraL Orator: Thy answer is not satisfac- | 
tory. The question at issue is, will you or will 
you not recant? 

LutHer: As your Imperial Majesty, therefore, 
and highness, desireth an unequivocal answer, I 
will give one which will have neither horns nor 
teeth, to this effect; unless it be that I am proved 
to be in error, by testimony from Holy Writ, or © 
by clear and overpowering reasons, for I base my 
faith neither upon what the Pope nor what the 
Councils alone have said, since it is evident and 
manifest, that they have often erred and con- 
tradicted themselves, I am constrained, by the 
passages which I have adduced, my conscience be- 
ing bound by God’s word, and therefore I can- 
not and will not recant, because it is neither safe 
nor advisable to do anything against conscience. 
Here I stand, I cannot act otherwise, so help me 
God! Amen! 

Curtain. 


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Teachers Colleges. Lineoln, Chicago. The Uni- 
versity Publishing Co., 1921. X, 147 p. 8°. 

Harrison, R. 8.: Project Method of Teaching Lunch- 
room and Special Cookery. Journal of Home Eco- | 
nomics, 14: 375-379, August, 1922. . 

Heap, F. E.: The Project in Agricultural Education, 
General Science Quarterly, 1: 166-169, March, 1917. 

HERRING, JOHN P.: Bibliography of the Project 
Method. Teachers College Record, 21: 150-174, 
March, 1920. 

Houuis, Masen M.: Vocational Education in North 
Dakota under the Smith Hughes Act. Home Keo- 
nomics and Home Projects, by Mabel M. Hollis, 
state supervisor of home economics. (Bismarck, Bis- 
marck Tribune, state printers), 1920. 30 p. 12°. 
(North Dakota. State Board of Administration. 
Bulletin No. 2.) 

Horn, Ernest: Criteria for judging the Project 
Method. Educational Review, 63: 93-101, Febru- 
ary, 1922. | 

Discusses the question under five heads: (1) 
the project must represent a body of subject matter 
of known value to life, outside the school, (2) the 
purpose of the school is not to interest the child 
merely, but to develop the interest he should have; 
(3) there must be a sharp and systematie attack on 
social objectives of value; (4) the technies of teach- 
ing are special rather than general; (5) there must 


BIBLIOGRAPHY 153 


be special provision for thorough learning through 
practice, drills, summaries, and reviews. 

Hosic, James F.: The Role of the Teacher in the Proj- 
ect Method. Journal of Educational Method, 2: 
156-159; 204-207, December, 1922, January, 1923. 

The réle is varied, as leader, chairman, coach, 
umpire, taskmaster, authority, judge, adviser, ex- 
aminer, listener, guide, ete., as occasion requires. 

Hosic, JAMES F.: What is the Project Method? Journal 
of Educational Method, 2: 23-28 ; 65-67, September, 
October, 1922. 

Discusses the various uses of the term project 
method, importance of philosophy of method, what 
project method should be taken to mean, methods 
or method, the project as experience, and as 
democracy. 

Hosic, James F.: Why Study the Project Method? 
Journal of Educational Method, 2: 116-119, Novem- 
ber, 1922. 

‘<The school might be—and of course often is— 
a place to live a full, earnest, joyous life. The 
project method tends powerfully to bring this con- 
summation to pass.’’ 

Hunter, Frep M.: The Project Method: What May 
Be Accomplished in the Ordinary School and Class- 
room. Journal of Educational Method, 2: 101-111, 
November, 1922. 

Gives a number of projects in detail, which may 
be divided into three groups, individual projects, 
class projects, and school projects. 

JoNES, Meuissa A.: Dangers and Possibilities of the 
Project. English Journal, 11: 497-501, October, 
1922. 

Shows that the project is dangerous in the hands 
of the teacher who shirks, and the teacher who is not 
sincere. 

Kansas. State Normal School, Emporia. The Project 


154 PROJECT METHOD IN RELIGIOUS EDUCATION 


Method of Instruction. Topeka, Kansas State 
Printing Plant; I. Zumwalt, state printer, 1920. 
32 p., diagr. 8°. 

KAUFFMAN, TREVA E.: Home Project as a Method of 
Teaching Home Economics. Journal of Home Heo- 
nomics, 18 : 592-596, December, 1921. 

KILPATRICK, WitLI4M H.: Project Teaching. General 
Science Quarterly, 1: 67-72, January, 1917. 

KILPATRICK, WILLIAM H.: The Project Method. Teach- 
ers College Record, 19: 319-335, September, 1919. 

KILPATRICK, WiLLIAM H.: The Project Method in Col- 
lege Courses in Education. Educational Review, 64: 
207-217. October, 1922. 

The author discusses the following points: What 
is here meant by the project method? How does its 
application vary with the advancing age of the 
student? What modifications are necessary, and 
what actual applications can be made to college 
courses in education? 

KILPATRICK, WitLiam H.: The Project Method, the Use 
of the Purposeful Act in the Educative Process. 
New York City, Teachers College, Columbia Uni- 
versity, 1919. 18 p. 8°. (On cover; Teachers 
College Bulletin, 10th ser., No. 3, October 12, 1918.) 

KILPATRICK, Witu1AM H.: ‘And others. Dangers and 
Difficulties of the Project Method and How to Over- 
come Them—A symposium. Teachers College 
Record, 22: 283-321, September, 1921. 

Symposium conducted by the Elementary section 
of the annual Alumni conferences held at Teachers 
College, March 18 and 19, 1921. 

KrackowlzER, ALICE Marr: Projects in the Primary 
Grades, pp. 221, J. B. Lippincott Co., Philadelphia, 
1919. 

Levine, S. M.: Use of the Problem Method in History 
Teaching, Education, 40: 111-119, October, 1919. 


BIBLIOGRAPHY 155 


Lort, H. C.: Teaching by the Project Method. ‘Amer- 
ican Schoolmaster, 14: 185-191, May, 1921. 

Lui, Hersert G.: The Relation of Problem-Project 
Instruction to the Curriculum. School and Home 
Education, 38: 114-115, January, 1919. 

McCioy, C. H.: The Project Method of Teaching. 
Physical Training, 17: 538-62, December, 1919. 
McMorray, Cuas. A.: Teaching by Projects. The Mac- 

millan Co., 1919. 

McMurray, F. M.: How to Study. Houghton Mifflin 
Co., Boston, 1909. 

Massachusetts. Dept. of Education. Division of Uni- 
versity Extension. Announcement of course in the 
‘project method of teaching citizenship in the first 
six grades, 1922. Boston, The Division of Uni- 
versity Extension. Bulletin, vol. vii, No. 1A, Janu- 
ary, 1922. 

Minor, Rusy: Project-Teaching in Grade Six. Ele- 
mentary School Journal 20: 187-145, October, 1919. 

Moorz, E. C.: What is Education? pp. 357, Ginn and 
Co., Boston, 1915. 

Moore, J. C.: Projects, General Science Quarterly, 1: 
14-16, November, 1916. 

Mossman, Lois Correy: The Project Method in the 
Industrial and Household Arts. Teachers College 
Record, 22: 822-328, September, 1922. 

Nonan, ARETAS WitBuR: The Problem of Summer 
Teaching in Connection with Project Supervision. 
U. S. Bureau Education. Secondary School Cir- 
cular No. 7. November 15, 1920. 

OWEN, WILLIAM BisHor: The Problem Method. Journal 
of Educational Method, 1: 178-182, January, 1922. 

Parker, SAMUEL C.: Project Teaching: Pupils Plan- 
ning Practical Activities. Elementary School 
Journal, 22: 335-345, 427-440, January, February, 
1922. 


156 PROJECT METHOD IN RELIGIOUS EDUCATION 


Parker, SAMUEL C.: The Project Method in High 
School. Journal of Educational Method, 1: 323- 
328, April, 1922. 

Ricu, Frank M.: A Few Live Projects in High School 
Mathematics, School Science and Mathematics, 20: 
3445, January, 1920. 

Rusinow, L. G.: Home Projects, Journal of Education, 
83: 355, March 30, 1916. 

RuepicgeR, W. C.: Vitalized Teaching. Houghton 
Mifflin Co., Boston, 1923. | 

Suarpe, R. W.: The Project as a Teaching Method. 
School Science and Mathematics, 20: 20-26, Janu- 
ary, 1920. 

SNEDDEN, Davip: The Project Method of Teaching © 
Homemaking. Educational Administration and 
Supervision, 5: 94-96, February, 1919. 

SNEDDEN, DaAvip: Vocational Homemaking Education ; 
Illustrative Projects, Teachers College, Columbia 
University, New York, 1921. 

SmitH, E. E.: Teaching Geography by Problems. 
Doubleday, Page and Co., Garden City, N. J. 

STEVENSON, J. A.: The Project Method of Teaching. The 
Maemillan Co., 1922. 

Stone, C. H.: The Making of a Match. General 
Science Quarterly, 3: 89-90, January, 1919. 

Stone, H. E.: Project Method in Salesmanship. In- 
dustrial Arts Magazine, 8: 331-332, August, 1919. 

SuTHERLAND, A. H.: The Problem-Project Method. 
Los Angeles School Journal, 3: 5-7, January, 1920. — 

Teaching, Vol. 5, No. 1, January, 1920. The Project 
Method of Instruction. 

Contains: 1. H. G. Lull: The Function of the 
Project, pp. 3-11. 2. Ashsah Harris: First-grade 
Project: A Christmas Present for Father, pp. 11- 
15. 3. Ruby Minor: A School Magazine Project, 
pp. 15-19. 4. Katherine Morrison: Industrial Art, 


BIBLIOGRAPHY 157 


pp. 19-21. 5. Jennie Williams: Belgium Inter- 
preted through Local Environment, pp. 21-23. 6. 
Florence G. Billig: A Study in Lawn Planning, 
pp. 23-29. 

Upton AND CHASSELL: A Scale for Measuring the Im- 
portance of Good Habits of Citizenship, Teachers 
College Record, Vol. 20, pp. 36-65. (Reprinted 
with supplement as Teachers College Bulletin, 
Twelfth Series, No. 9, January 1, 1921, Columbia 
University, New York.) Address Bureau of Pub- 
lications, Teachers’ College. 

U. S. Federal Board for Vocational Education. The 
Home Project, Its Use in Home-making Education. 
October, 1921. Issued by the Federal Board for 
Vocational Education, Washington. Washington, 
Government printing office, 1921. Bulletin No. 71. 
Home Economies, Series No. 6. 

VAN ZuLE, Pumie T.: Practice Work in the Law Col- 
leges, The American Law School Review, 2: 71-76. 

WarREN, Minetra L,: The Project Method. Journal 
of Education, 94: 176-177, September, 1921. 

WELLS, Maraaret EvizasetH: A Project Curriculum, 
dealing with the project as a means of organizing 
the eurriculum of the elementary school. Phila- 
delphia and London, J. B. Lippincott Co., 1921. 

WILson, Cor1nNE G.: The Joy of the Problem Project. 
Chicago Schools Journal, 5: 1-4, September, 1922. 

Wiuson, H. B. anp Wiison, G. M.: The Motivation of 
School Work. Boston, New York. Houghton 
Mifflin Co., 1916. 

WoopHuLL, JoHN F.: The Project of a Frozen Pipe, 
General Science Quarterly, 3: 107-111, January, 
1919. 

Workman, Linwoop L.: A Project in Ventilation. 
General Science Quarterly, 3: 33-84, November, 
1918. 








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